Purpose: The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university. Design/methodology/approach: A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019-20, 2020-21, 2021-22). Findings: Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages. Practical implications: The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted. Social implications: Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies. Originality/value: This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.