There is growing acknowledgement of the role of Environmental Education for Sustainability (EEfS) in the movement for better environmental actions. India is part of these global efforts to strengthen Environmental Education for Sustainability (EEfS) initiatives in order to develop an informed citizenry to help curb its growing environmental problems (Wiek, Withycombe and Redman, 2011). It has taken a number of measures including mandating EEfS in all educational settings to drive this process including setting new policies. While policymaking is a key and necessary step towards starting to make a difference to strengthen EEfS programs globally there is need for more to be done to address the issues. This paper focuses on the challenges faced by Teacher Educators in translating these policies into practice in the context of India. It sheds light on teacher educators' experiences and conceptions of EEfS and if/how these have been reshaped and are reflected through their everyday practices. In doing this paper draws on a research study that sheds light on major trends, issues and challenges in the uptake of EEfS by Teacher Educators' in India. The findings show a significant gap in implementation caused in part by the distancing of policy making from everyday and local perspectives.