In this chapter, we provide insights into Australian early childhood education for sustainability (ECEfS). A national synopsis initially sets the scene, then we focus on the Australian early learning and policy frameworks that both support and hinder educators’ ECEfS practice. Next, we offer an overview of educators’ theoretical understandings, images of the child, First Nations People’s perspectives and transformative pedagogies. We then discuss current Australian ECEfS research insights, acknowledging that Australia has been at the forefront of ECEfS research since the 1990s. However, we note the divide between research and practice suggests a lack of overall sustainability understandings with a focus only on environmental sustainability common. We explore the unique role Australian state-based professional associations have played, and continue to play, in facilitating broader understandings of ECEfS and enabling relevant practice. We argue that educators need to look outside their curriculum frameworks to the Sustainable Development Goals (United Nations Education, Scientific and Cultural Organisation. Sustainable Development Goals, 2015) and the UNESCO dimensions of sustainability (UNESCO four dimensions of sustainable development, 2010) to broaden their knowledge base and pedagogical repertoires. Further, we acknowledge contemporary geographical, workforce and pre-service education challenges with implications for effectively implementing ECEfS. We conclude with our recommendations for the future of ECEfS in Australia.