In his seminal work connecting composition studies and sustainability, Derek Owens (2001: 8,6) notes that "learning how to live sustainably ought to be our primary cultural concern and, as such, must play a central role in our curricula". Within composition studies, Owens suggests that sustainability might begin with the study of the environment, including not just the natural environment but also the built environment, "so that students might explore how their identities have been composed by such places and vice versa". From this foundation, composition classes can then engage sustainability as "an intergenerational concept that means adjusting one's current behavior so that it causes the least amount of harm to future generations" (Owens 2001: xi), what Owens calls an "inherently holistic" approach that makes "connections transcending disciplinary borders." Florida Gulf Coast University's Quality Enhancement Plan (QEP) proposed the creation of a developmental curriculum for sustainability, which allowed for the inclusion of this concept into the first semester of the required composition sequence. Faculty from the English Department, and especially those involved in the first-year Writing Programme, convened to devise a process for gathering, reviewing and selecting readings for their first-semester composition course that would introduce students to an ecological perspective. Several faculty members have developed assignments designed to help students engage with the idea of sustainability and begin the development of their own ecological perspective. In this article, the authors offer a few examples and discuss approaches and practices for infusing sustainability into a writing program.