Griffith University was founded in 1971 as a Higher Education Institution (HEI) to introduce Australia’s first degrees in environmental science and Asian studies. It has 50,000 students and 4,000 staff members across its five physical and one digital campus. Griffith University is ranked within the top 2% of global universities and has a long history of education for sustainable development. This chapter presents the results from 70 survey respondents. The focus of the university is on cross-cutting themes, followed by social issues, economic issues, and environmental ones. The contribution is medium and the strength is high. The ranking of the competences shows Critical thinking and analysis is the highest one, followed by Inter-personal relations and collaboration. The ranking of the pedagogical approaches resulted in Project- or Problem-based learning and Lecturing being the highest ranked, followed by Case Studies. The correlation analysis showed that Jigsaw/Interlinked Teams developed the most competences, followed by Eco-justice and community, Community service learning, and Place-based environmental education. The competences most developed were Strategic action, and Personal involvement. The results show that more insights into the implications of sustainability issues and how they are addressed could be considered in the different departments/schools of the university. The results also present a snapshot of key pedagogical approaches that have been undertaken at Griffith University to develop sustainability competences.