There has been considerable progress in the incorporation of sustainability into HEIs curricula. This chapter discusses sustainability competences, pedagogical approaches, and the methods used throughout the case studies. During the last 10 years, there has an increase on sustainability competences research, where lists of competences relating to education for sustainability and their use have been proposed by several authors. To develop the competences, a combination of different pedagogical approaches is needed. Sustainability competences and pedagogical approaches have, generally, been studied separately, with the exception of the “Connecting Sustainable Development Pedagogical Approaches to Competences Framework”, which is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. Research on sustainability competences and pedagogical approaches has been carried out mainly from the educators’ perspective, with some limited efforts from the students’ perspective. A survey was developed to investigate teaching sustainability competences for the 17 case studies. The responses were analysed using descriptive statistics, Friedman test (a non-parametric method to test for relative ranking between items) to rank the competences and pedagogical approaches, and Spearman correlations.