In the present unit, it is described how cultural heritage and education include and aim at sustainability, and how they cooperate to reinforce one another and sustainability in general. This task is carried out through a descriptive type of educational research, analyzing a rich literature, to first define the terms of the title, find how they conceptually correlate, and then how they reinforce one another practically, referring to mostly qualitative experiments on cultural promenades; project-based learning; acknowledgment of the importance of identity, leadership, personalization; as much as group dynamics; and use of modern technologies. In this effort, economic, social, political, and cultural sustainability aspects are taken into account, as well as their connection with education and cultural heritage, separately, and at the same time, in theory and in practice, so that human beings’ quality of life is improved, individuals and groups are empowered, social cohesion is enhanced, and economic development is boosted in the long run, with minimal negative externalities and with social inclusion that even reinvigorates rural communities.