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.