The introduction of the Australian Curriculum in 2011 and 2012 brought with it a variety of responses, from consternation from some states less willing to give up their autonomous curriculum positioning through to significant optimism from educators and academics about the opportunities and benefits afforded by such a national curriculum framework. With enthusiasm, educators, especially those linked to environmental and sustainability education, set their minds to developing learning experiences that were informed by the sustainability cross-curriculum priority (S-CCP) or weaving the principles of the S-CCP into existing teaching and learning initiatives. In this brief paper, the authors explain the key conceptual thinking behind the S-CCP, examine why it was included in the curriculum, and how it has been implemented in Australian schools since 2012.