The primary objective of this study is to explore the mainstreaming of Education for Sustainable Development (ESD) and Indigenous Knowledge (IK) into Initial Teacher Education (ITE) programs, with a specific focus on the beliefs and attitudes of teacher educators in selected ITE institutions in Indonesia. A comparative case study approach was employed, involving 11 participants who were interviewed using a semi-structured format. The data collected from the interviews were thematically analyzed and triangulated with information obtained from institutional websites and documents. Despite the fundamental differences between the two selected ITE institutions, the study's findings revealed several common patterns. First, it was observed that neither institution had a well-established mainstreaming framework in place. Instead, the integration of ESD primarily relied on a bottom-up approach driven by the efforts of individual educators or specific departments. The emphasis was predominantly on curriculum mainstreaming, with less attention given to other crucial integration elements, such as institution, policy, method, and content. Although some institutional initiatives attempted to address a broader range of integration elements, these efforts were often short-lived and lacked clear direction, resulting in limited communication at the grassroots level. Furthermore, the findings highlighted the significant potential of IK in the mainstreaming process of ESD, despite differing perspectives regarding its function and position. The enduring presence of IK within Indonesian culture and daily life suggests that individuals in society are exposed to IK to varying degrees. This aspect presents a valuable opportunity that can be harnessed in the mainstreaming process. Finally, the study demonstrated that eliciting the beliefs and attitudes of ITE stakeholders provides valuable insights for understanding the current situation and serves as a crucial component of the Reflect stage in Steele’s (2010) Action Research Approach. This approach enables a more comprehensive understanding of the existing context and informs subsequent actions in the mainstreaming process.

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