This paper aimed to contribute to the understanding of the relationship between predictors of student teachers' intention to implement education for sustainable development (ESD). It proposes and tests a model of student teachers' intention to implement education for sustainable development, within which two sets of predictors of student teachers' intention to implement ESD have been singled out. The first set includes the predictors related to the integration of student teachers into the teaching profession: (I) teacher self-efficacy, (II) teacher beliefs (about learning and teaching), and (III) the value of education for sustainable development. Another set comprises the student teachers' personal variables associated with sustainable development: (I) sustainability consciousness and (II) ascription of personal responsibility for dealing with the sustainability challenges and issues. Data collected on a sample of 706 student teachers were analyzed by the structural equation modeling. It was found that teachers' self-efficacy, the value of ESD, and the ascription of personal responsibility have a direct positive effect on the intention to implement the ESD. Furthermore, the value of ESD, the ascription of personal responsibility, and constructivist teacher beliefs have an indirect positive effect on the intention to implement education for sustainable development mediated by teachers’ self-efficacy. The more student teachers assess themselves as capable of ESD implementation, the higher their intention to implement ESD in their future professional work is. They also show higher intentions if they nurture constructivist beliefs about the nature of knowledge, learning, and teaching, as well as value education as a societal tool for transforming society towards sustainable development and consider personal responsibility in that process. Finally, based on the research results, recommendations for improving the study programs of initial teacher education are provided.