Commonalities between linguistically and culturally sensitive pedagogy (LCRP) and education for sustainable futures (ESF) suggest the benefits of connecting these transdisciplinary themes in teacher education. This paper reports on a qualitative study of how educators made sense of connections between LCRP and ESF as part of a European teacher education project, using secondary analysis of project evaluation data. The context for the study is the Erasmus + Teacher Academy Project ‘Teaching Sustainability’ (TAP-TS) (2022–2025), which aimed to develop the sustainability competences of student teachers, teachers, and teacher educators through the co-design of learning and teaching resources during online, hybrid, and face-to-face events as part of an international community of practice. Activities linking LCRP and ESF were presented and evaluated in four discrete teacher education courses, as part of TAP-TS. The study found that connections between LCRP and ESF were meaningful for educators but that this differed between individuals related to their personal and professional experience. The transdisciplinary and international nature of TAP-TS provided learning opportunities, but significant changes are likely to require sustained support for teachers in schools and as part of school communities.