Canada's positioning within global sustainable development commitments has shifted: instead of fulfilling visible leadership positions through international accords, Canada is now perceived as an environmental laggard. Against this larger political context of governmental inaction and environmental injustice, we present the results of a systematic analysis of education policy of Ministries of Education across Canada. We describe how different policy discourses have been taken up across different jurisdictions, including: (1) orientations to sustainability and responsibility for environmental justice; (2) conceptualization of the role of the student; and (3) orientations to Indigenous knowledges. Our analysis examines the contexts of sustainability education policy, provides insight into how policy unfolds across different educational jurisdictions, and draws implications for further research.