We conduct a critical discourse analysis of the extent to which Sustainable Development Goal 4, "to ensure inclusive and equitable quality education for all and promote lifelong learning," promotes a utilitarian and/or transformative approach to education. Our findings show that despite transformative language used throughout the Agenda, the SDGs primarily espouse a pro-growth model of development and a utilitarian approach to education. We conclude that for SDG 4 to contribute to sustainable development and transformation, there must be a shift in the dominant educational discourse so that issues of social and environmental justice are placed at the heart of educational priorities. Ultimately, we present a cautionary note to the euphoria surrounding these goals by exposing the extent to which SDG4 is inconsistent with transformative education.