Climate change and sustainability have been addressed by various scientific disciplines, including applied psychology. Studying this novel research topic typically occurs within the boundaries of the respective discipline, and has generated a myriad of studies on constructs, such as employee green behavior, green transformational leadership, sustainability coaching, green organizational citizenship behavior, and green crafting. These constructs reflect psychology's individual-level perspective as a study of human cognition, emotions, and behavior. However, individual-level sustainability research that fails to address the societal and organizational level risks individualizing sustainability - similar to health, where, for example, alcohol abuse is recognized as an individual choice rather than a matter of a profit-driven industry. Navigating the complexities of addressing climate change is a challenging endeavor that affects scholars in research and teaching. However, in teaching, this challenge is even more pronounced due to varying student expectations, communication challenges, and conflicts between one's own socialization as a psychologist and the most fundamental drivers of climate change. Critical theoretical perspectives offer a lens that allows scholars to understand the complex relationships between psychology, sustainability, and economic and structural challenges. This contribution first introduces a curriculum that integrates critical occupational health psychology into a graduate lecture on psychology and sustainability. Then the author shares her teaching experiences in that context, and finally reflects on them.