This chapter focuses schoolchildren's thoughts about future important knowledge and possibilities to act for sustainable development. In this study, children's thoughts about knowledge and agency are related to education for sustainable development as a contemporary context. Based on 209 Swedish schoolchildren’s individual written responses, the study is analysed with a qualitative thematic content analysis. The results show that a majority of the children envision socially and environmentally related knowledge to be important in the future, and furthermore that they have possibilitiesto make impact in society. Finally, the results are discussed in relation to what is prioritized in current educational curricula, our responsibilities for school children losing faith in school and feelings of insecurity about their future.