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This study aims to determine pre-service science teachers’ caring about the 2030 Sustainable Development Goals (SDG) for Turkey and for the world and their levels of competence in associating the SDG-related learning outcomes in the curriculum with these goals. The study employed the survey model, which is a descriptive research method. The study group consists of 60 pre-service science teachers. The data were collected through forms developed by the researchers, and descriptive statistics were used in the analysis of the data. The participating pre-service teachers regard SDG “very important” for both Turkey and the world. According to the findings of the study, there are gender-based differences between the pre-service teachers in terms of caring about SDG for Turkey and for the world. While nearly half of the pre-service teachers regard themselves partially competent in matching the learning outcomes in the science curriculum with SDG, they have some deficiencies in practice. To eliminate the pre-service teachers’ deficiencies on sustainable development, the study recommends making adjustments in the curriculum implemented in Turkey with regards to the concept of sustainable development.