This chapter takes its point of departure in the complexity of education for sustainable development (ESD) and the potential in regarding the surrounding environment as a resource and complement to the classroom and curricular activities. This inherent complexity demands different approaches to teaching and in this chapter the value of extra-curricular activities (ECAs) is elaborated upon. Two examples of ECAs conducted at Umeå School of Business, Economics and Statistics in Sweden are presented, discussed and analyzed. The chapter brings together a series of linked concepts, namely ESD, ECAs and experiential learning theory (ELT). The described activities provided experiences not possible to embrace within regular course syllabi and have the potential to benefit both students and teachers. A transdisciplinary context, where university and society meet in order to visualize the complexity of sustainability, can encourage dialogue and lifelong learning. A challenging dimension of sustainability is its dynamics, as development is continuous and therefore not always possible to frame in traditional university teaching. A transformative and transdisciplinary learning can take place when guest lecturers, researchers and students meet in a contemporary discourse about sustainability. There is a need for complex learning environments in order to support learning about SDGs and learning for sustainability.