This article explores the role of affect in influencing whether and how education policy on sustainability is circulated, adopted or resisted. Drawing on empirical data from K-12 education across Canada, the paper examines the mobility of sustainability in education policy in relation to i) collective affective conditions, ii) the mediating influences of affective bodily encounters, and iii) affect as a target of apparatuses of power. The analysis suggests how collective conditions of precarity or environmental responsibility, policy actors' attachments to nature and relationships with other policy actors, and the affective mediations of technologies of power such as eco-certification programs, all contribute to mobilizing sustainability in education policy in the schools, divisions, and ministries under study. The article offers insights for sustainability initiatives in education and for research attending to the affective mobilities of education policy.