Education for sustainable development provides crucial opportunities for young people to get involved in addressing authentic socio-ecological challenges in their local and global communities. Issues of sustainable development are often wicked problems that require new didactic approaches. Teaching science from a wicked sustainability perspective may prove challenging for science teachers because such a perspective draws on knowledge structures and teaching traditions that lie outside the realm of science. A possible way to overcome these challenges is to apply a cross-curricular approach to the organization of education for sustainable development in which teachers who specialize in different subjects collaborate. The case study presented here describes the integration of wicked sustainability issues into educational practices over a 3-year period, demonstrating significant shifts towards interdisciplinary and problem-oriented teaching approaches. This study focused on teachers working in interdisciplinary teams to design curriculum units for students at a rural Norwegian upper secondary school, and it illustrates how teachers collaborated across various subjects in order to engage students in addressing a wicked sustainability issue within their community. Through multiple school subjects, the school project tackled the local and global decline in pollinators. Over the 3-year period of developing and reflecting on their project, the teachers observed significant changes in engagement levels for both themselves and their students. This improvement was driven by the transition from a subject-oriented to a problem-oriented teaching approach, with a specific focus on the decline in pollinators as a complex sustainability issue.