This mixed-methods intervention study investigated how to prepare early childhood, elementary/primary, and middle school teachers (n = 34) from Eastern and Western countries to engage students in authentic sustainability projects that integrate academic standards, foster altruistic competencies for global citizenship, and promote human rights. The conceptual framework and online course Teaching for Sustainability and Altruism through Project-Based Learning (SABPL) significantly improved related teacher attitudes, skills, and knowledge (ES = 3.47), measured on a retrospective pre/post questionnaire, and significantly increased teachers’ likelihood to implement projects addressing the U.N. Sustainable Development Goals after training (ES = 0.58). Document analyses of submitted project planning outlines revealed that teachers enrolled in the SABPL course succeeded in planning authentic projects that spur altruistic development, prepare learners to promote human and environmental rights, and integrate academic standards. Exit interviews confirmed that SABPL training built on teachers’ interests, extended their abilities, and motivated them to prepare students for sustainability citizenship.

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