This work spotlights the experiences from ten years of implementing sustainable development in all educational programs at a technical university. With a focus on the critical issue of involving more academics in the work, experiences are shared through an ethnographic account including focus group interviews. "€˜Sustainable development"€™ has been perceived as both superficial and overwhelming; unclear yet somehow predetermined; it has been perceived to demand non-existent space in the curriculum; and it has challenged the academics regardless of the subjects'€™ relatedness to sustainability. It is concluded that the evolution of a web of interconnected people, key academics, activities, norms and tools has contributed to an increased participation. The work for authenticity, reliability and feasibility, along with institution-wide and long-term academic development tools is presented.