Thailand is a good example of a developing country which is struggling with globally common problems in trying to find solutions for sustainable education development. Education is one of the important methods to build the mindset of Thai people toward sustainable development (SD). The co-production approach is a way of improving public services, including education for sustainable development (ESD). The study employs qualitative research techniques which aim at studying the implementation and co-production of ESD. Moreover, it is to explore and synthesize the implementation characteristics of co-producing ESD in Thailand. The research found 12 correlated indicators from the literature that link SD, ESD and co-production practices. They were categorized into input, process and output of the cycle of implementing and co-producing ESD. The indicators were examined within the context of the case study of Bansankong School. The researchers conducted in-depth interviews with stakeholders that included representatives from the school administration, families and communities, local authorities, other relevant institutions and volunteers. The results showed that factors in the process portion of the cycle of implementing and co-producing ESD tended to be more significant; these were community engagement, information technology and media usage, and the contingency approach. The factors in the input portion of the process, namely, self-reliance and self-efficiency of population and leadership, and the factor of mutual benefits in the output portion proved to be significant. The other seven factors, cultural adaptation, democratic participation, equitability, goal of sustainable future, interdependence, interdisciplinary approaches and collaborative approach and partnership, appeared to be non-significant.