Sustainable development issues are characterised by their multidisciplinary character, and the fact they are not merely an academic exercise but pertain to real‐world problems. Academic sustainable development curricula should therefore not only focus on developing the analytical and research skills and theoretical and professional knowledge of their students; they should also include real‐world learning opportunities in the curriculum. This paper evaluates the added value and constraints associated with a specific type of real‐world learning called transdisciplinary learning, based on the experiences with three courses from the undergraduate and graduate Environmental Sciences curriculum of Utrecht University, the Netherlands. In these courses, students carry out a small multidisciplinary research project or a consultancy project for a real‐life client. It is concluded that transdisciplinary courses have clear added value for students, involved stakeholders, and the university alike, making them an essential part of the sustainable development curricula. The main constraint is the balance between academic quality (grading) vs stakeholder satisfaction. Although time investments for adequate problem definition with clients may constitute a constraint for university supervisors, it has the potential added value of sparking research cooperation with societal stakeholders, and internships and employment opportunities for graduates. Copyright © 2013 John Wiley & Sons, Ltd and ERP Environment.