Although policymakers have advocated for infusing sustainability throughout the higher education curriculum, we know little about how to teach students this complex subject matter. Therefore, using data from a sustainability survey of Michigan State University undergraduate students, this study charted students' exposure to promising practices of teaching about sustainability during the Fall 2017 academic semester. Results found that on average, students neither agreed nor disagreed that they experienced cognitively responsive teaching while learning about sustainability. Additionally, students experienced teaching for sustainability on average between a few times and sometimes, although closer to a few times. These results demonstrate that while promising practices of teaching and learning are being employed to teach students about sustainability to some extent, they ought to be occurring with greater frequency in order to have the necessary transformational impact on future generations.