This study analyzes the integration of sustainability-oriented education into both the curriculum and institutional practices of the Graduate Program in Agribusiness and Development (PGAD) at the Faculty of Science and Engineering, in São Paulo State University (UNESP), Tupã Campus. The research began with a comprehensive literature review, which provided a theoretical foundation for understanding the essential contributor behind the incorporation of sustainability into the curricula and operations of higher education institutions. Subsequently, a participatory methodology was employed, involving PGAD faculty members as primary sources of information through interviews and questionnaires. In addition, data were collected from strategic institutional documents, such as theses and dissertations, to evaluate the extent and depth of PGAD’s engagement with sustainability and the United Nations Sustainable Development Goals (SDGs). The findings were structured around the three fundamental pillars of higher education: Teaching, Research, and Extension. In the Teaching dimension, the program presents a curricular structure that encourages interdisciplinary and critical reflection on the challenges of agribusiness. In the field of Research, the diversity of topics addressed confirms PGAD's relevance in generating knowledge applied to sustainability. Lastly, Extension initiatives demonstrate that the program is commitment to social engagement and the dissemination of sustainable practices within the community.