This qualitative research investigates how educators in Hanoi, Vietnam, perceive and utilize place-based approaches in teaching green buildings (TGBs) to deliver education for sustainable development (ESD) lessons. The study involved twelve middle school teachers from five green schools. The interview was the primary data collection of this research. After conducting interviews with participants, thematic analysis was employed to identify five key themes: (1) benefits, (2)limitations, (3) suggestions, (4) planning with TGBs, and (5) teaching activities with place-based education (PBE). The findings revealed that TGBs’ design patterns support their teaching and serve as a tool to foster a stronger connection with nature and the environment, ultimately enhancing pro-sustainable elements in ESD. However, these instructors encounter significant challenges rooted in the Vietnamese cultural context and a lack of support from the school. Teachers can implement some place-based teaching principles into their lessons, but to maximize the teaching potential of TGBs, they must place greater emphasis on the role of place within TGBs and encourage students to be more mindful when learning with TGBs.