This study seeks to re-frame sustainability within the context of a business management course. Rather than measuring students' knowledge or values, the study uses scenario-based assessment, which sheds light on the process by which students integrate sustainability principles into a broader decision-making matrix. The results indicate that students were able to begin the process of integration, but they struggled with the higher order challenges of multi-factor integration and big picture thinking. The study has implications for how sustainability is taught (and researched) as well as broader strategic considerations for how sustainability education can be embedded within other disciplinary contexts.