This study explores how students perceive and interpret their teachers’ intended and enacted teaching about sustainability using the Refined Consensus Model of Pedagogical Content Knowledge (RCM) as a theoretical framework. Fifteen upper secondary science teachers and their students participated in the project. The science teachers used the Content Representation (CoRe) tool in the study to articulate their intentions regarding teaching and student outcomes. Data was based on the teachers’ completed CoRe documents (to capture teachers’ intentions with the teaching) and group interviews with the students directly after each lesson. Preliminary findings show that teachers teach diverse sustainability topics, such as energy, global warming, eutrophication, acidification, and overfishing. Analysis indicates strong conformity between teachers’ CoRe articulations, teaching, and students’ experiences. In a thematic analysis of the student interviews, three themes were identified regarding how students experienced their teachers’ underlying teaching intentions: fostering environmentally friendly values, developing solidarity with living beings, and promoting hope for the future. The study underscores the importance of conscious and well-planned teaching, focusing on the what, how, and why, and discusses teachers’ role in influencing students’ comprehension, values, and attitudes toward sustainability.