Is someone a good professional if he/she don’t know how him/her work affects the economy, environment, society, and ethics? The unanimously negative response to this question, from both professors and students, was the starting point of a recent review of the curricula at the Universitat Politècnica de Catalunya—BarcelonaTech (UPC). Since the introduction of environmental perspective in its education programs in 1996, UPC has come a long way. In 2009, for example, UPC identified as compulsory, among others, competences on social responsibility, gender equality and sustainability. UPC has started a plan to review and improve how these competences are developed in its 65 bachelor’s degrees and 84 master’s programs. This plan is intended to ensure that every UPC graduate, regardless of their path through the university’s great variety of curricula, is capable of identifying, measuring, reporting, and improving their projects’ impact on the environmental, social, economic, and ethical dimensions. One of the plan’s cornerstones is the Sustainability Guide for the completion of a report in the Final theses, common for all UPC schools, that serves as a final learning process and checks whether students have the competence to integrate sustainability in their work.