Teacher education has a key role to play in the education for sustainable development. A prospective must be exposed to all the aspects of sustainable development in order to implement and transfer this knowledge in a classroom setting. It is well known that all the educational activities and processes are guided by prescribed curriculum. Therefore, the current study focused on analyzing the syllabus in order to assess its orientation towards sustainable development. The study primarily includes content analysis of the D. El. Ed. Syllabus of two states namely Rajasthan and Madhya Pradesh. The content analysis reflected that sustainable development as an individual concept was not dealt with in any of the states. The social, environmental and cultural component has been addressed partially. However, Economic component is missing throughout the syllabus. The findings indicated a desperate need for viewing and constructing the curriculum comprehensively with the view of sustainable development. Education has a crucial role to play in promoting values, knowledge, skills and competencies for sustainable development. This study provides a direction in this regard. For this, teacher educators need to be equipped to understand these issues and concerns and incorporate them in their teaching learning process. The teacher education curriculum framework needs to integrate these perspectives in its formulation.