The topic of sustainable tourism education has only recently started to emerge in the tourism literature. A few tourism scholars have raised concerns about the need to prepare future tourism professionals for real life planning and management of sustainable tourism projects (cf. Jamal et al, 2010; Stergiou et al., 2008). The Tourism Education Futures Initiative (TEFI) also recognizes sustainability as an important value to be communicated through tourism education (Sheldon et al., 2008) and the BEST Education Network has published sustainable tourism case studies to inform teaching in this area (besteducationnetwork.org). Jamal et al. (2010) attribute this increased attention to sustainable tourism pedagogy to two factors; global dialogue about the future of tourism and hospitality education and the calls for graduating students to have the knowledge, skills, values and capacities necessary to operate and grow as practitioners who have to realize sustainability goals. However, while some studies have focused on determining the "what" (Deale et al., 2010; Jurowski, 2010, Lewis, 2005; Jurowski, 2003) and the "how" (delivery) in teaching sustainable tourism (Isacsson and Gretzel, 2011; Jamal et al., 2010; Jurowski and Liburd, 2001), no studies have assessed what tourism students actually know and feel about sustainability in tourism.