Agenda 2030 and the Sustainable Development Goals are based on a vision of how we can manage sustainable development issues in our society and environment. The purpose of this paper is to shed light on what it might mean to adopt educative aspects of sustainable development in the field of physical education and thus by that calling into question existing cultures and practices. Here we give an overview of organizational expectations on education for sustainable development. We use this approach to critically reflect on how this focus can both challenge and enable a rethinking and reorientation of physical education and physical education teacher education practices. Three steps are suggested for opening a process that can deepen our conversations and strengthen our actions in relation to education for sustainable development: curricula revisions, a reorientation of learning perspectives, and a rethinking of perspectives on health and well-being.