This study explored the sociological dimensions of education for sustainable development (ESD) in Taraba State, Nigeria. A descriptive survey design was used, and data were collected from 200 respondents through structured questionnaires. A multi-stage sampling method included purposive selection of local government areas and random sampling of schools and participants. Data were analyzed using descriptive statistics and Likert-scale responses. Results showed that 55% of respondents were male, 45% female; 40% came from homes with no formal parental education, and 45% from low-income households. While 65% reported regular school attendance, 25% were involved in child labor. On curriculum content, 75% agreed that environmental topics are included, but only 35% confirmed teacher training in ESD, and 60% disagreed that NGOs or communities are engaged in sustainability programs. Additionally, 85% believed poverty limits ESD implementation, 75% cited gender inequality as a barrier, and 90% pointed to parental attitudes as a significant influence. A large majority (87.5%) supported the relevance of sociological research in addressing ESD challenges. The study concludes that sociocultural and economic inequalities, along with weak institutional support, hinder ESD efforts. It recommends teacher training, culturally relevant curriculum design, and increased community and parental involvement to enhance the effectiveness of sustainability education in the state.