Statistical literacy is crucial for primary education teachers, particularly in contexts aligned with Education for Sustainable Development (EDS). This study assessed the preparedness of 16 Chilean future teachers, with a specific focus on Sustainable Development Goal 5 (SDG 5) within the cognitive framework of EDS. Using a validated and piloted six-item questionnaire, the study examined their level of statistical literacy in problem situations related to SDG 5, as well as their pedagogical capacity to teach statistics according to EDS guidelines. The results indicate an urgent need to strengthen these competencies before they begin their teaching careers. The study suggests adopting proven strategies, such as integrating Lesson Study with statistical projects or the PPDAC (Problem, Plan, Data, Analysis, Conclusion) research cycle, to design and enhance statistical literacy. This approach could not only deepen understanding of SDG 5 challenges through statistical analysis but also promote sustainable development impact from teaching practice.