In this paper we describe the background and first cycle of an action research project on the South West campus of Edith Cowan University (ECU South West) in Western Australia. The project was designed to reorient curriculum, teaching and learning to embed principles and practices of sustainability. The first action cycle ran for three months (following a three month reconnaissance period) and involved a series of meetings with campus staff, the writing of a grant application and inception report, a conference presentation, an art project and a collaborative writing endeavour for this paper. The planning, activities, observations and reflections of Action Cycle One are presented with reference to the literature on action research and Education for Sustainability as applied to tertiary teaching. The findings illustrate the importance of a process approach to sustainability transition through: building community resilience; exploring the meaning of sustainability; understanding the dynamics created by communicative strategies; and learning the practical skills of Education for Sustainability. They also suggest the planning framework for the subsequent action cycles for this transition to sustainability.