This paper aimed at investigating the perceptions of EFL faculty members towards sustainable education and curriculum development for specific purposes. The descriptive method with quantitative and qualitative approach was used to achieve the objectives of the study. The sample of the study was purposefully selected as a random sample from the experts of curricula and methods of teaching English at Yemeni Universities. To collect data, the study used a five-point Likert scale questionnaire as close and open-ended questions that was distributed upon the experts of curricula and methods of teaching English at Yemeni Universities with a number of (30) member to identify their perceptions towards sustainable education and curriculum development for specific purposes. The obtained data were tabulated and analyzed using the Statistical Package for Social Sciences (SPSS) version (24) by means of descriptive statistics (means, standard deviation, mean ranks, and sum ranks). The obtained data are also tabulated and analyzed using the inferential statistics (Non-parametric Statistics; ONE WAY ANOVA) to examine if there were any statistical significant differences between the mean ranks of the sample responses regarding the variables of academic rank, years of experience, and the university. The results of the study depicted that the experts of curricula and methods of teaching English believe that the goals of sustainable development should be included in the curricula for sustainable education. The results presented that the perceptions of the experts of curricula and methods of teaching English at Yemeni Universities towards sustainable education and towards curriculum development were highly positive indicating to a significant relationship between curriculum development and sustainable education. The results also proved that there were no any statistical significant differences in the scores of the sample members' responses regarding the variables of academic rank, years of experience, and university. The study presented some important recommendations as follows: Incorporating the topics of sustainable education such as major nature, environmental awareness, global citizen values, as well as students' levels of self- norms, beliefs, and values when designing courses specifications for better learning and teaching process as well as for better career and life. Examining the relationship between the adoption of sustainable technology for educational efficacy and sustainable education. Shedding light on forthcoming curriculum development efforts at faculties and universities, providing opportunities and administrative actions to support sustainable education and sustainable educational environments.