There has been considerable progress in the incorporation of sustainability into Higher Education Institutions’ curricula. This chapter discusses sustainability in curricula assessment tools, sustainability competences, pedagogical approaches, and the methods used in the book’s the case studies. A number of tools have been developed, or modified, to assess sustainability in universities. One of the tools focusing specifically on curricula assessment is the “Sustainability Tool for Assessing UNiversities’ Curricula Holistically” (STAUNCH®). In parallel, during the last 10 years, there has an increase on sustainability competences research, where lists of competences relating to education for sustainability and their use have been proposed by several authors in recent years. To develop the competences, a combination of different pedagogical approaches is needed. Sustainability competences and pedagogical approaches have, generally, been studied separately, with the exception of the “Framework connecting sustainable development pedagogical approaches to competences”, which is aimed at helping educators in creating and updating their courses to provide a more complete, holistic, and systemic sustainability education to future leaders, decision makers, educators, and change agents. A survey was developed to investigate teaching sustainability competences for the 15 case studies. The responses were analysed using STAUNCH® for the contribution to sustainability part, descriptive statistics, Friedman test to rank the competences and pedagogical approaches, and Spearman correlations.