This study explored the level of awareness and the challenges encountered by professors in Higher Education Institutions (HEIs) in Baguio City in integrating the Sustainable Development Goals (SDGs) into classroom instruction. Employing a quantitative research design, the study surveyed 298 instructors using a structured 20-item questionnaire measured on a 4-point Likert scale. Results revealed that the overall awareness of the SDGs among instructors was at an average level, with a mean score of 2.68. This indicates a foundational understanding of the goals, yet reflects a lack of in-depth knowledge necessary for meaningful integration. While educators acknowledged the relevance of teaching the SDGs, they faced substantial barriers that limited their capacity to incorporate these concepts into their pedagogy. Chief among these challenges were the lack of appropriate educational resources and professional training, time constraints, and heavy workload demands. These factors collectively hindered the development and implementation of SDG-aligned lesson plans. The findings underscore the need for a more comprehensive and systemic approach to curriculum development that embeds the SDGs across disciplines. Strengthening institutional support, fostering interdepartmental collaboration, and providing targeted professional development opportunities are essential steps toward equipping educators with the tools and knowledge to effectively advance sustainable education within HEIs in Baguio City.