The Sustainable Development Goals (SDG) and its 2030 educational agenda represents the debates and agreements that take worldwide place on humanity's commitments to our common home “the planet”. In this context, teacher training is recognized as a fundamental pillar to achieve quality, inclusive and sustainable education for everyone, from a humanistic approach to education and development. The research was focused on knowing how the “Formación Inicial Docente” (FID) projects in Chile are being aligned with the SDG educational themes, for which three documentary lines are approach: institutional policy (PEI, Educational Model); Professional identity (Graduate profiles) and study plans and programs. There are followed methodological and technical procedures typical of the qualitative paradigm based on grounded theory. The results show that the SDG educational themes are part of the institutional, identity and program narratives, as transversal contents or in subjects. However, their presence is low or deficient, especially in topics such as "Sustainable Development" and "Gender Equality". Therefore, it can be concluded that there is an alignment in process. The assumption is that they would be adaptive responses rather than a break with the traditional pedagogical model.