In this article, the author reflects on his last 15 years of experience as an environmental education researcher and teacher education faculty member. Through the personal reflections of narrative inquiry, he observes and interprets the changes he has witnessed and participated in at the state, university, college, and department level, and also on the bureaucratic forces that make more sweeping change unlikely in the short term. Although the changes he discusses have not fundamentally transformed what he considers to be an educational system that reproduces unsustainable cultural patterns, they may offer insight into the process of change and the possibilities for creating counter-spaces within the educational establishment where education for sustainability might take root. (Contains 2 figures.)