This chapter synthesizes key themes and challenges that have shaped the history of environmental education centres (EECs) and the environmental and sustainability education (ESE) emanated from them. It narrates the story through the experiences and voices of the EEC educators within the NSW Department of Education, with some reference to synergies or divergences from examples of EECs within different global settings. It highlights how EECs have evolved from conservation to environmental education to ESE and into transformative ESE. It explores pedagogy, curriculum, and evaluation, and analyses how the Lucas frame is addressed given its familiarity within the data. This frame is extended to include Vare and Scott and Stevenson essentials for transformative ESE practice. Themes of networking, comradery, action-orientation, First Nations’ knowledges, and teaching impact are developed. Enduring tensions such as the challenges of preservice/teacher education, the waxing and waning of political power, and leadership are outlined. It reflects on normative paradigms, silencing within bureaucratic systems while also drawing inspiration from movements that work outside the norm. Leadership (educators playing a key role) and stable ESE initiatives emerge as critical factors for transformational change. Movements like the School Strike for Climate (SS4C) serve as an example of impactful leadership learning.