The majority of literature in the area of sustainable development questions the nature of continued economic growth. Recent reports conclude that humankind requires a new, more ecologically sustainable and socially just pattern of development. The epoxy of the discipline of economics and the principles of sustainable development has been recognised, however there seems to be a mismatch between the interconnectedness of both areas. In recent times in Australia (and elsewhere) there has been a major rejuvenation of the economics- education nexus, especially at the secondary school level. It seems clear there is an expectation for students to be prepared to become productive units in a growth driven economy. The problems with this expectation is that the natural environment is sacrificed to achieve short-term (in an ecological time scale) gains. The 'economist within' has developed through time and is a product of the 'neoclassical approach' to economics. Neoclassical economics education is dominant within most secondary school economics syllabuses and is nurturing the ' economist within'. Neoclassical economics is not sustainable, therefore debate is required to offer new approaches to the economics discipline. The broadening of the perceived notions of economic literacy is required. Ecological economics is offered as a alternative to neoclassical economics. A radical change in the environment- education - economics relationship that asserts the primacy of caring for the environment is offered through ecological economics education. If ecological economics education can offer a broadening of economic literacy among students (the decision makers of tomorrow) then the present structures of schooling and curriculum require change.