This article applies behavioral theories, knowledge-to-action frameworks, and educational pedagogy to the case study of water education programs in metropolitan Phoenix, AZ. First, we describe three criteria for sustainable behavior change through education. Next, we demonstrate how water education programs in Phoenix have employed inadequate approaches to reduce resource consumption relative to the criteria. Finally, we offer recommendations to enhance the effectiveness of educational initiatives directed toward transformative change for sustainability. Central insights involve incorporating diverse knowledge domains, using interactive educational techniques, and tailoring programs to specific actions and relevant targeted populations.