Recently, the Modern Language Association (MLA) has called for proposals on the "greening" of the Spanish curriculum for their 2020 convention. University students are and will be faced with complex twenty-first-century economic problems, such as food deserts, costs of industrial agriculture, organic regulations and market demand, sustainable food systems, value of traditional ecological knowledge, and regulations and business ethics related to food. These economic problems cannot be separated from social problems, such as political implications from food insecurity, loss of traditional ecological knowledge around food issues, food ethics, GMO vs. non-GMO debates, nutrition issues, speciesism in agriculture, policy, and regulations around food. In addition to the varied economic dimensions, environmental problems require creative answers to tackle the impact of industrial agriculture, agricultural pollution and runoff, climate crisis and agriculture, and deforestation and agriculture. Immediate solutions are required, and students need to be equipped with the tools to address and solve such real-world problems. In other words, the Spanish language classroom can be a crucial part of the education of globally prepared "solutionaries," individuals able to address and solve issues (Weil 2016) and who are sustainability literate because they have the knowledge and skills to advocate for resilient social, economic, and environmental systems. This article describes efforts made at the College of Charleston to help students analyze the relationships between social, cultural, economic, and environmental factors, identify ways to be more sustainable in personal life and on campus, and eventually become "solutionaries."