In 1987 the Brundtland rapport was released which defines sustainable development as a development that satisfies todays needs without jeopardizing future generations. Sustainable development is very much a current topic, discussed in international settings and within countries. It is also very much a current issue in education. The aim of this study is to explore how sustainable development is portrayed in Swedish geography education in secondary and upper secondary school. It also takes interest in spatial perspectives of how sustainable development is described by applying keyword as scale, place and room. Sustainable development is examined through a qualitative method that interpret and analyses sustainable development with the help of two theoretical premisses, one categorizing sustainable development into different steps and one applying a spatial perspective. The studied material consists of curriculums and textbooks for both secondary and upper secondary school from 1970 to 2011. The analysis shows sustainable development takes up more room in curriculums and textbooks the closer to present time it is published. The spatial perspective is above all global and ecological factors take up most of the descriptions and discussions.