This paper analyzes the imaginings of sustainable futures and possibilities for action toward these imaginings articulated by social studies teachers. Participant stories about a day in the life of an imagined future largely leave intact major systems and discourses including those which have actively contributed to problems they identify including climate change. I argue that weakened imaginations and aspirations of possibility function to increase toleration for the most traumatic ecological tragedies both impending and already unfolding. Importantly for the field of social studies education, this data illustrates that while teacher participants consistently articulated desires to include issues of climate crisis in their social studies classrooms, they lack robust understandings of the possibilities for action in the face of complex environmental or climate justice challenges.