Environmental justice (EJ) issues and perspectives, which emphasize the disproportionate environmental hazards experienced by low-income communities and communities of color, are often excluded from higher education sustainability discourses and curriculum. Utilizing a national sample of 297 interdisciplinary environmental and sustainability (IES) degree programs, this study identifies program-level values and student racial/ethnic demographics, as well as institutional structural characteristics influencing the inclusion of EJ content in IES curriculum. The findings have important implications for IES curriculum and program development, and racial/ethnic and class dynamics in this emerging field.