Sustainability is an important cross-curriculum priority in Australian education that is not commonly realised in schools and classrooms. In this article, we discuss the challenges and opportunities to enacting sustainability, suggesting that both top-down (systemic schoolwide leadership and support) and bottom-up (individual educator's reflexivity) support for sustainability is needed. We postulate that an action-oriented and transformative geography education may support the realisation of sustainable world views for learners, and we present a simple learning progression for action-oriented education, adapted from the Australian Curriculum: Humanities and Social Sciences, for achieving this aim. In this way, geography teachers may be empowered to embed sustainability in their day-to-day teaching.