NCEA has potential for the development of assessment frameworks that enable all students to demonstrate success in learning. However, research shows that this potential is not being realised. This article illustrates the way that two teachers developed a course in education for sustainability designed for those students who were not succeeding in more traditional subjects. The course opened a new pathway for learning and involved studying relevant issues using different learning areas. Students found these issues engaging and, through their learning, not only gained credits but also developed skills that are required in the workplace. However, teaching this type of course involves challenges, such as timetabling and resources. This article also shows how these teachers managed such challenges.