Views concerning sustainability are likely to vary based on location, societal structures, and level of environmental and sustainability education. This chapter explores how Namibian and Finnish pre-service language teachers’ descriptions of their environments reflected the 2030 Agenda Sustainable Development Goals (SDGs) that are linked to ecological (6, 7, 12–15) and economic (8, 9) sustainability. The data for the study consisted of qualitative reflections (N = 72) by Namibian and Finnish pre–service teachers collected via a questionnaire. The analysis was conducted using a directional approach with initial theoretical coding. This chapter describes the contexts of teacher education in Namibia and Finland, with an emphasis on ecological and economic sustainability. In both countries, students were increasingly aware of the SDGs. The Namibian students emphasised active personal and community participation and connected sustainable development directly with the surrounding environment. In contrast, the Finnish students connected sustainable development with material consumption and emphasised that sustainable solutions are provided by society. This chapter highlights the significant role of teachers and teacher education in advancing the implementation of the SDGs and supporting the development of a sustainable and equitable future.