This study investigates the relationship between college leaders’ perceptions of sustainability and sustainable development and the nature of its practice within the English Further Education sector. Previous research investigating perceptions and practice of sustainability within education has almost exclusively focussed on higher education institutions, with much research also focusing on describing institutional progress without investigating the facilitating leadership conditions. Using a Grounded Theory methodology through semi-structured interviews, focus groups, and content analysis, a weak relationship between how sustainability is conceptualised and practised was identified whereby a focus on quantitative performance perpetuates a focus on eco-efficiency rather than addressing the need to change values and promote education for sustainable development. This study makes a unique contribution to knowledge investigating a previously unexplored sector within sustainability and education research. Further studies should continue to investigate and compare leadership and other stakeholder perceptions of sustainability and its practice within education or the public sector more widely. Have perceptions changed? If so, how and why?