The main aim is to present a perspective on the relation between the concept of sustainable development and the concept of zone of proximal development, as developed by L. S. Vygotsky in his theoretical conception of child development. The main conclusion is that Vygotsky’s concept, which was formulated in the early 1930s, embodies ideas and values that were formulated almost 100 years later in Goal 4 of the 17 United Nations sustainable development goals. The challenge is not to find out how to “relate” this concept to sustainable development, but how to elaborate the inherent potential of the zone of proximal development concept in relation to contemporary sustainability thinking. The chapter concludes with some suggestions for some research directions for further elaboration of the zone of proximal development concept, which is the chapter’s second aim. A central concern is to shift the focus from zone of proximal development alone to focus more generally on Vygotsky’s theory of child development and its implications for education.