Time is an essential dimension of sustainability and its premise of intra- and intergenerational justice. Moreover, prevailing sociocultural practices of time use are drivers of unsustainability. Educational institutions convey social norms on time and are thus places where time is "learned." It is therefore of relevance for Education for Sustainable Development (ESD) to understand how exactly time is addressed in education. This study from Germany introduces the concept of time as a resource for sustainability before presenting an analysis of how time in this sense is addressed in 2,149 German curricula, covering all grades and school forms. Our study shows that, overall, an engagement with time as a resource for sustainability is rare in formal education. Time is mostly addressed in ethical reflections on lifetime or in teaching time management skills. We discuss implications of our findings and sketch avenues for future research on time as a resource for sustainability.