In 1998 when Malmö University started with the mission of liberal education, three perspectives were highlighted as cross-cutting issues that should penetrate the curriculum; environment, gender and ethnicity/migration. However, a student survey conducted in 2003, reported that the environment perspective has not been emphasized as efficiently as the other two issues. In order to improve the perspectives, there is an in-service two-week course on the perspectives, resource persons and a special venture, The Perspective Days, in October every year. At the School of Teacher Education, all course syllabuses (courses on 15 etc or more) should include information on how the perspectives are considered and included as a part of the course. In February 2006, education for sustainable development was included in the Swedish Act on Higher Education. All universities have been assigned an additional task by a new amendment in the opening paragraph of the Act on Higher Education; Institutions of higher education shall promote sustainable development in their activities meaning that present and future generations will be assured a healthy and good environment, economic and social welfare and justice. The three perspectives are essential parts in sustainable development and highly relevant to evaluate. How are teachers in different subjects at the School of Teacher Education conducting their education and courses to the environment perspective and to education for sustainable development? The aim of the presentation is to discus the challenge and to show some good examples on including the environment perspective in different subjects from Malmö University.