The Brundtland (1987) report challenged the perception that the environment was somehow separate from humans and the more recent Sustainable Development Goals (SDGs) (UNESCO, 2015) have emphasised the pressing need for sustainable development to meet the needs of current and future generations. As progress towards meeting the SDGs by 2030 was not advancing at the scale required globally (UNESCO, 2020), a 'Decade of Action' was declared in 2019 by the United Nations. Clearly, transformational approaches need to be integrated in all corners of education for the ripples to become the waves needed for global societal change. Strong curricula interventions mirroring a broader view of sustainability are evident in Norway, Sweden, New Zealand and emerging in Japan (Elliott, Ärlemalm-Hagsér & Davis, 2020). Additionally, the Australian school curriculum (ACARA, 2014) has an embedded cross-curricular priority of sustainability, but national early childhood education policies and curricula, including the recently revised Australian National Quality Standard (NQS) (ACECQA, 2018), are less explicit. To address challenges for educators, such as a lack of understanding about the multi-dimensionality of sustainability; the predominance of anthropocentric viewpoints; and, a lack of pedagogical guidance, in this paper we raise awareness of potential connections between policy, pedagogy, and the SDGs. Moreover, we explore connections between the 17 SDGs and the Australian NQS and early childhood education for sustainability (ECEfS) practices.