This study explores the perceptions of Nigerian Home Economics teachers regarding the integration of sustainable living practices into the curriculum, viewed through the lens of the Theory of Planned Behaviour (TPB). A significant disconnect exists between the subject’s potential as a vehicle for Education for Sustainable Development (ESD) and the practical realities in Nigerian schools. The study employed a qualitative, phenomenological design. Twenty-four Home Economics teachers from public and private secondary schools in Southeastern Nigeria participated through semi-structured interviews and focus group discussions. Thematic analysis revealed that while teachers held strongly positive attitudes towards integration and viewed it as essential for empowering students with life skills, their intentions were heavily constrained by powerful subjective norms, particularly the influence of examination bodies and the official syllabus. Furthermore, teachers’ perceived behavioural control was critically low due to profound resource scarcity, large class sizes, and inadequate training in ESD pedagogies. The findings underscore the need for curriculum reform, targeted teacher professional development, and enhanced school-level support to translate positive teacher attitudes into effective classroom practice and advance sustainable development goals. 

Keywords: Home Economics, Sustainable Development, Teacher Perceptions, Nigeria, Theory of Planned Behaviour, Curriculum Integration.