The aim of the study is to examine the various barriers and challenges faced by university teachers while implementing sustainability in business education. Data has been collected from the major universities in North India. Confirmatory factor analysis has been used to determine the reliability and validity of the scale. Smart PLS-4 has been used for confirmatory factor analysis. The differences in the perceptions of the teachers have been examined on the basis of the different demographic variables. A t-test and an ANOVA are used to find the difference in perception. Five barriers have been confirmed, i.e., capability-based, external, organizational, pedagogical, and terminological barriers and challenges. Out of which, capability-based barriers are the most prominent barriers that are faced by teachers while implementing sustainability. Only one difference has been found in perceptions of the terminological barrier. Female teachers face more terminological barriers than male teachers. The paper contributes a validated scale for measuring barriers and challenges to integrating sustainability in business education. The outcome of the research can also be used to develop strategies to overcome barriers and promote sustainability in business education across the region.