This paper reports on the findings of qualitative research investigating leading education for sustainability in Western Australia. The paper addresses the international and national sustainability agenda. It acknowledges the impact of the UN papers 'Our Common Future' (1987) and 'Agenda 21' (1992) to describe the transformative role of education (Tilbury and Wortman, 2005). The three pronged concept of sustainability is applied in two ways: to the content of a curricular program and to the process of leading school change for the future. Sustainability is at the heart of international educational reform. Education for sustainability is ultimately about organisational and individual capacity building and is supported through several European bodies. For example, the European Commission provides funds to the SEEPS project, the European Regions for Education to Sustainability supports the Network of European Regions on Education for Sustainability and the UK Department for Education and Skills supports the Sustainable Development Action Plan for Education and Skills. Sustainable leadership theory represents a move to connect the international sustainability agenda, of sustainable development through education, with contemporary leadership theory and with leading change (Hargreaves and Fink, 2004). To obtain knowledge of the 'lived experience' a case study methodology was adopted. This approach is in keeping with the interpretivist paradigm and phenomenology. Rich and powerful data with high face validty were obtained. Participants were selected through purposeful sampling whereby acknowledged educators for sustainability were invited to take part. Individual semi-structured interviews were conducted which probed participants' experience of leading education for sustainability. Data representation is in the form of narratives to describe the factual and contextual information provided by participants (Clandinin and Connolly, 2000; Wildy and Pepper, 2005) Thematic analysis and discussion of the data was undertaken. This paper concludes doctoral research which considers how education for sustainability is established, led and sustained in formal education practice. As a result of the research, leadership of Education for Sustainability is reconceptualised. It also acknowledges the international sustainability agenda and the strong UK and European dimension which promotes school focused programmes in education for sustainability. Clandinin, J. and Connelly, F. (2000). Narrative Inquiry: Experiencee and story in qualitative research, Jossey Bass, New York. Hargreaves, A. and Fink, D. (2004) The seven principles of sustainable leadership. Educational Leadership, 61 (7) pp. 9-13. Tilbury, D. and Wortman, D. (2005). Engaging people in sustainability, Commission on Education and Communication, IUCN, Gland, Switzerland and Cambridge, UK.Wildy, H. and Pepper, C. (2005). Using narratives to develop standards for leaders: Applying an innovative approach in Western Australia. Educational Researcher & Perspectives, 32 (2), 122-141. World Commission on Environment and Development (WCED) (1987). Our Common Future, Oxford University Press, Oxford.