Since the beginning of the 21st century, Environmental Education (EE) is being transformed into a more complex model, where different environmental, social, and economic factors are taken into account. This model is called Education for Sustainable Development (ESD), which seeks to create the foundations to achieve sustainable development. In Higher Education, there are some examples of the transition process from EE to ESD, especially in Europe, but in some places from Latin America, until now the ESD model is being explored in universities and its acceptance is reviewed. This is further enhanced in engineering programs where ESD is still not very visible. This research presents an analysis of the transition from EE to ESD in an Environmental Engineering program at Santo Tomas University in Colombia, Latin America. A survey was conducted to three groups of students, two groups formed under the EE model, and another group for which an ESD course was created. From the survey and a curricular analysis, it was possible to identify the inclusion status and the student's acceptance of this undergraduate program for the ESD model. As a global result, it is identified that the curriculum is still anchored to EE, but students find the ESD model more attractive and up-to-dated.