The literature contains many examples of the attributes that graduates are expected to have if they are to fulfil the ambitions of the Education for Sustainable Development (ESD) movement, including those set out in the Sustainable Development Goals (SDGs). These attributes are variously expressed as knowledge, skills, attitudes, behaviours, and competencies and are usually distilled from discussions and debates between researchers and practitioners from the fields of education and sustainable development. These abstracted lists are set out as guides but run the danger of being based on certain cultures and traditions and needing to be interpreted for different settings. A different approach is to develop and define the most relevant set of graduate attributes for a country through asking educators, students, and graduates what they think they are in relation to a desired sustainable future. This paper reports on one such study focussed on Myanmar. The study employed both qualitative and quantitative methods to iteratively develop and define a set of graduate attributes that were then priority ranked and that could be compared with published lists. Fourteen attributes were defined, all of which were highly ranked, thus providing a robust guide for Myanmar universities to adopt in future.