The aim of this study is to investigate how teachers use collaboration, didactics and geography to teach sustainable development to upper secondary pupils in Swedish schools. A qualitative and interview method was chosen in order to catch the strategies amongst teachers and their perceptions in these matters. Five in depth interviews were held with experienced teachers in four different schools. These interviews were selected by different strategies such as the Possibility Principle and the understanding of gatekeepers’ roles’. A narrative material was collected. Four theoretical areas were developed for analysing the retrieved material. A school with a clear sustainability profile has both resources and the developed didactical methods, to enhance the understanding of sustainable development. However, the investigated schools have their own varieties of tackling lacking time and resources which have developed competencies’ in different ways. These are complementary didactical methods in order to enhance sustainable development. For further research a historical perspective was suggested.