This chapter presents the survey results for Griffith University, from 90 student responses. Founded in 1971 and opened in 1975, Griffith University was created to provide Australia’s first degrees in environmental sciences and Asian studies, and subsequently education for sustainable development. Fifty years on, it now has more than 50,000 students and 4,000 staff members across its five campuses in Southeast Queensland. Ranked within the top 2% of global universities, Griffith University’s staff continue to evolve how sustainability knowledge and skills are developed, to produce graduates who can make a positive difference—for people and planet—in their careers. Students were surveyed across the four groups of health, sciences, business, and arts-education-law. According to students, the social dimension was the most addressed in curriculum, followed by the environmental and economic dimensions. The ranking of the competences shows that Inter-personal relations and collaboration, Critical thinking and analysis, and Systems thinking were ranked the highest by students. The ranking of the pedagogical approaches resulted in Lecturing, Case studies, and Project- or problem-based learning being ranked the highest by students. The three competences most developed by pedagogical approaches were Tolerance for ambiguity and uncertainty’, Anticipatory thinking, and Strategic action. The three pedagogical approaches that developed the most competences were Traditional ecological knowledge, Inter-disciplinary team teaching, and Mind and concept maps. These results present a snapshot of key pedagogical approaches that are being used at Griffith University to develop sustainability competences. The results highlight further opportunities for departments/schools within the university’s four groups herein, to engage students in the implications of sustainability issues and how they can be addressed.