This research article discusses the theme relating to the infusion of sustainability in school economics. It stems from the researcher’s study that explores teaching and learning in secondary school economics in Malta. The underlying conceptual framework for this study is critical realism, which offers an understanding of the world that is real but which may be differently experienced and interpreted by different observers (Alderson, 2021; Bhaskar, 1979; Fletcher, 2017). This paper draws upon observation sessions and interviews with fourteen economics teachers. Data was analyzed by employing thematic analysis (Braun and Clarke, 2006), with the help of Nvivo software. Education for sustainable development was regarded by the participants as a prominent theme. They educated their students into reflecting how their choices affected not only themselves but also others, and cultivated in them an awareness related to aspects of social justice. The considerations raised by this paper can assist teachers, teacher educators and researchers in their reflections and efforts relating to the enhancement of the sustainability dimension in school economics education and in other subjects.