<p>Teachers play a critical role in advancing Education for Sustainable Development (ESD) and supporting the implementation of the Sustainable Development Goals (SDGs). However, evidence suggests that teachers’ understanding of the SDGs varies across different contexts, particularly in developing nations where empirical evidence is limited. This study assessed Ghanaian pre-tertiary teachers’ knowledge of the SDGs, focusing on awareness, general knowledge, and conceptual understanding. A cross-sectional survey was employed using a structured questionnaire administered to 115 teachers selected through voluntary sampling. The findings showed that although most teachers reported prior awareness of the SDGs, their knowledge remains inconsistent. While many of the teachers correctly identified basic concepts, such as the meaning of the SDGs, few were able to identify the number of goals, year of adoption, and core SDG principles. Knowledge of specific SDGs varied, with greater recognition of SDG 6 (Clean Water and Sanitation) than of SDG 13 (Climate Action). In addition, teachers’ awareness was derived mainly from informal sources, such as workshops and media. The findings suggest that awareness does not necessarily translate into deeper conceptual understanding or pedagogical preparedness for ESD implementation. The study highlights the need for more systematic integration of SDG-related content into teacher education and continuous professional development in Ghana.</p>