The systematic integration of sustainable development into Higher Education curricula remains a challenge for many universities. Among other aspects, faculty motivation to include sustainable development into their courses seems to be crucial. However, empirical research regarding faculty motivation in the context of sustainable development is scarce. Based on the motivational systems theory, this paper aims to provide insights into how faculty can be motivated. This study is based on a literature review on faculty motivation and an interview study. Results include faculty’s motivators as well as obstacles to integrate sustainable development into their curricula. For instance, faculty’s capability and context beliefs are important levers for faculty motivation. This research contributes to the theory of integrating sustainable development into Higher Education and advances our insights into faculty motivation. From a practical viewpoint, it also provides insights into possible support measures for faculty.