In 2023, the United Nations Secretary-General’s Special Envoy for the Ocean, Peter Thomson sent a letter to all the UN member states to recommend that they correct the under-representation or absence of Ocean-related subjects in their school curricula. While Sweden has identified Ocean Literacy as one of four focus areas concerning its contribution to the UN Decade of Ocean Science for Sustainable Development, it has not yet taken action to address Thomson’s letter. As a first step in this direction, we analyzed the subjects of Geography and Science Studies, including biology, physics, and chemistry for the compulsory school (age 7 to 16), and Science Studies and Biology for the upper secondary school (age 16 to 19), in relation to Ocean Literacy and Ocean-related content. The 182 learning goals were individually coded according to five variables. Results demonstrate that (1) Ocean Literacy concepts are important to attaining over 75% of the learning goals, while (2) Ocean Literacy concepts, or even aquatic-focused words are nearly absent due mostly to a general vagueness in the formulation of the learning goals. We argue that the learning goals contribute to an Ocean blind spot for Swedish students that might inhibit their general understanding of science and challenge their understandings of the Ocean planet on which they live. This study offers a concrete way to engage in discussion with Swedish policymakers and educators concerning the importance, and the absence of, the Ocean in the Swedish curriculum. We hope the methodology developed in this study will be adapted and used in other countries to foster international collaboration toward addressing Thomson’s call for action for a bluer education.