The premise of Computing Education for Sustainability ( CEfS) is examined. CEfS is described as a leverage discipline, where the handprint is much larger than the footprint. The potential of this leverage is described and the development of the field explored. Unfortunately CEfS is found not to be making sufficient impact in terms of a contribution at scale to system change actions resulting in restorative socio-ecological transformation. A transformation mindset is described that provides a lens for considering the role of CEfS and what might be done about it. Three inspirations are described - a case study of a learner with an ambitious change aspiration, a values -driven business, and an alternative approach to education: work-based pro fessional practice education. These lead to consideration of implications, which while not exhaustive, are intended to provoke debate about the nature of computing education for sustainability.