Children are affected by, and living in a rapidly changing world. We are in desperate need for an education that teaches students on how to sustain our planet and create better conditions for all. Education for Sustainable Development (ESD) provides people with the competencies and knowledge needed in order to face the challenges of the world today. Children should be educated for a sustainable society, which includes ecological, social, cultural and economic questions that encompass local and global perspectives. Early childhood education (ECE) is the strongest starting point for ESD; it is where children acquire values and attitudes that, according to research, contribute to lifelong learning and help with the development of skills, competencies, values, attitudes, and knowledge.   Pre-schools in Sweden rank high in quality and have the potential to create a ‗culture of sustainability‘ where the practice of sustainability and holistic approaches can facilitate an environment for children to practice their rights, to learn, to socialize, to play, and to have a voice, as underlined in the UN Convention on the Rights of the Child. Young children have a great ability to learn and experience the concepts of ESD and are potential agents of change. Pre-schools therefore have a major role to play in providing children with an environment that will build the foundations for learning about and for sustainability.  This exploratory case study aims to explore the pre-school setting in order to gain a deeper understanding of what opportunities and challenges exist in implementing ESD. The two pre-schools in this study provide insight from teachers‘ and parents‘ perceptions, children‘s activities, and what they can tell us about the opportunities and challenges that exist in the realization of an education for sustainable development.