The Intergovernmental Panel on Climate Change’s (IPCC) sixth assessment report was stark, and called for action to address global warming, climate change, and carbon emissions (UnitedNations, 2022). As educators one way to enact change is to educate the current and futuregenerations for sustainable development. Education for Sustainable Development and OutdoorEducation are two popular pedagogical practices utilised for this purpose globally. The aim of this study is to explore teacher perceptions of Classroom Based Assessmentsand their potential to integrate Education for Sustainable Development and Outdoor Educationin the Irish Technology Education subject Wood Technology. To realise this aim, the followingresearch questions were formulated: 1. How do teachers perceive the new Junior Cycle and Classroom Based Assessments? 2. How do teachers perceive and integrate Education for Sustainable Development intoWood Technology? 3. How do teachers perceive and integrate Outdoor Education into Wood Technology? Wood Technology teachers working in the Republic of Ireland were recruited forqualitative semi-structured interviews to gather data and ultimately to answer the researchquestions. These interviews were later transcribed and analysed using a phenomenographicanalysis. As a result an outcome space was created describing the variations in teachers’perceptions (Sin, 2010). The outcome space demonstrated that teachers value Classroom BasedAssessments, Education for Sustainable Development, and Outdoor Education. Education for Sustainable Development was widely integrated through the sustainable use of material in theclassroom and through some Classroom Based Assessments. Outdoor Education was practicedin Wood Technology, Transition Year, and most often in Senior Cycle Construction Studies.