Embedding sustainability competencies offers non-sustainability-focused courses an opportunity to meaningfully connect with sustainability. However, there is no universally applicable way to frame and communicate sustainability competencies, skills, activities and learning outcomes (LOs). Recognising this challenge, the Open University Learning Design (OULD) team created a series of sustainability skills cards (SSCs). These cards connect sustainability competencies with the Open University’s existing institutional frameworks and use of language and provide colleagues with a model to use in course design. This chapter explores the importance of context when integrating sustainability into curriculum design. It also demonstrates how student voices can provide valuable insights into how to communicate sustainability competencies, using a case study focused on the design and comprehension of the SSCs. Student engagement during the SSCs design resulted in valuable changes to the contextualisation and presentation of the cards: for example, adapting the SSCs’ tone to be more ‘personal’ and, therefore, engaging. Key findings show context matters for sustainability skills as students interpret sustainability in a multitude of ways, from recycling to applying skills in future careers. Findings suggest students want sustainability to be meaningful in their learning. This may involve guidance to connect with and reflect on sustainability in course-specific, individual, local, or societal contexts. This chapter concludes that resources such as the OU’s SSCs, that clearly connect sustainability competencies to the institutional context, can help to guide colleagues in connecting sustainability to LOs and/or activity design, kick-start discussions about embedding sustainability into a student learning journey, and empower the integration of relevant context-specific sustainability skills within course design.