Acknowledging the significance of educators in shaping a sustainability mindset, this systematic literature investigates how sustainability education (SE) is enacted within initial teacher training. More specifically, as individual courses remain the most common way for universities to include SE, we aim to investigate and clarify the competences for preservice teachers developed in such courses and whether these can be said to make up a sustainability mindset. We also investigate the pedagogical approaches adopted in these courses. The review reveals a diverse landscape of both competences addressed and pedagogical approaches used. While evidence emerged of approaching SE through transformative learning, this approach is not commonplace. The variability in approaches underscores the importance of ongoing dialogue and critical reflection within the field. Overall, this study provides insights into the current state of SE in initial teacher training and highlights areas for future research and development.