Sustainability education has emerged as a common denominator among higher education institutions (HEIs) in the twenty-first century to prepare all citizens adapting to the vagaries of climate change and uncertainties brought by environmental and social shifts. The purpose of this chapter consisted in showcasing selected student-centered pedagogies in a freshman biology course that in the author’s experience were effective for stimulating an education in sustainability. These aimed at enhancing awareness about sustainable development among undergraduate students at Winona State University. Between 2005 and 2019, the author served as coordinator of introductory biology courses that enrolled about 7000 students as non-science majors, or undecided. Framed by constructivism theory and the SDGs of UN Agenda 2030, four student-centered teaching methods were employed consistently, while connecting across disciplines to make learning relevant to most students, through the years. Data collected from students’ assignments were substantiated by the number of scholarly publications produced by the author within this 14-year timeframe with colleagues from the Biology Department at WSU and others. This effort demonstrates an achievement of quality education for sustainable development, while fulfilling SDG 4 and its targets. A distinctive model is presented in conclusion to this work to highlight benefits and opportunities that could be gained in future efforts to implement sustainability teaching practices in the biological sciences and more curricula.