In Germany, Early Childhood Education for Sustainability (ECEfS) is both an impulse for transformation and an add-on to current educational concepts. There are kitas (Kita is the abbreviation of Kindertagesstätte (the name for educational institutions in Germany for children before school). It is preferred to the term kindergarten in Germany, which generally refers to a limited period of daycare.) in which education for sustainable development is an inspiring concept and those where staff simply ‘don’t have time for that too.’ The first are the result of many years of efforts to develop a theoretically sound concept of ECEfS, so that kitas can use this concept in their daily work. The second, reveals the obstacles blocking the way for many kitas to innovative practice that benefits children and society as a whole. However, where kitas practice education for sustainable development we can see the potential of this educational concept. In this text, as a collective, international discussion on ECEfS, a few introductory remarks about the structure of the field in Germany are necessary. Moreover, the opportunities and challenges kitas face can best be understood in how education for sustainable development is organized and implemented as a whole in Germany. A brief sketch of the actors and drivers behind this development, pilot projects and the current state of research is therefore shared (section “Development of Early Childhood Education for Sustainable Development and Its Actors”). The point of reference is the concept of ESD as understood in the ECEfS discourse in Germany (section “ECEfS: Concept and Pedagogy”). I will then report on what has been achieved with regard to ECEfS in Germany, but also where the challenges and obstacles lie (section “Achievements and Challenges”).