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Environmental Education (EE) research by postgraduate students may produce significant knowledge that could be useful for Education for Sustainable Development (ESD). This article argues that unless such knowledge is reviewed and/or disseminated, its possible value and the gaps it revealed towards addressing current environmental concerns may not be known. The article aims to contribute towards the achievement of the goals of ESD by presenting the results of a review of postgraduate EE research that was produced at two South African higher education institutions. The purpose of the article is to trigger reflections on what similar research has done differently or similarly during the Decade of Education for Sustainable Development (DESD) and, therefore, what the way forward should be in favour of ESD. Following document analysis as a method of data collection, O’Donoghue’s (1995) model, which views the environment as multidimensional, was used as a frame of analysis. Findings revealed that during the period concerned, the tendency for postgraduate EE research was to prioritize school-related topics at both institutions and there was not a lot of focus on other environmental dimensions. Different methodologies were used by researchers, some of which were not engaging enough to empower the participants to address the problems identified.