Education may play a fundamental role in preparing young people to care for the environment, thereby contributing to sustainable development. This chapter analyzes how opportunities to learn, in the form of action-oriented and pluralistic teaching and school practices, relate to students’ willingness to make efforts to protect the environment in the future. The analysis also contemplates teacher preparedness and a set of control variables. Using International Civic and Citizenship Education Study (ICCS) 2016 data, we fit a series of ordinal logit models to investigate the extent to which different opportunities to learn play a role in preparing young people to care for the environment, thereby contributing to sustainable development. The results show that opportunities to learn—such as being taught and engaging in school practices for protecting the environment, and an open classroom for discussions—are predictors of future motivations to take actions in favor of the environment. Surprisingly, students exhibit a lower willingness to act pro-environmentally when teachers feel prepared to teach on such matters. The chapter closes with a discussion of the results.