In this chapter, we explore teaching for sustainable development in preschool settings. Education for Sustainable Development (ESD) has grown as a priority field both in research and policy and is looked upon as a powerful means to address climate change threats, biodiversity loss and environmental degradation. Research and policy provide teachers with guiding principles; however, there is a need to translate them for practical implementation in the preschool settings. The play-responsive teaching and learning theory was used as a theoretical framework for our study. The story ‘We are Bird Rescuers’ is a project for sustainable development with child participation at its core. Content analysis identified five didactic tools within the story: summer assignments, morning meetings, groupings for exchange and learning, creative arts and the preschool environment. Additional analysis revealed three constructive teaching strategies that permeated the project: choosing the content, child participation and taking action. Our conclusion is that children’s involvement, ideas, questions and negotiations can become the driving forces for ESD in Early Childhood Education and Care.