Sustainability education has become central to curricula worldwide, yet little is known about how students in rural contexts experience and make meaning of sustainability. This study addresses this gap by examining how a sustainability project was enacted in a rural Swedish primary school. Drawing on classroom observations, field notes, and interviews with 22 students aged 10–12 and their two teachers, the analysis explores how students engaged with global sustainability discourses through locally grounded practices and multimodal design work in Minecraft. Informed by Bourdieu’s sociology and the New London Group’s multiliteracies framework, the findings show that students reimagined sustainability on their own terms, integrating rural values such as self-reliance, care for nature, and community belonging into their designs. The study contributes to sustainability education by illustrating how place-based and digital practices can enrich curricular work and challenge urban-centric assumptions about where sustainability knowledge and innovation reside.