The official texts concerning education for sustainable development (ESD) in France define the main principles of this transversal education and do not take the form of a formalized curriculum. Moreover, the focus is on the need to practice ESD through the involvement of the relevant stakeholders in the field. This article questions the possibility conditions of a self- prescription of ESD curriculum in elementary school. The objective is, on the one hand, to understand the way in which local educational actors perceive the curriculum framework of ESD, especially the curricular autonomy granted to them.On the other hand, the objective is to know how they perceive their involvement in the curriculum design in a multi-actor approach. Thirty three semi-directive interviews were conducted with local educational actors and were analyzed according to the thematic analysis approach. The results are discussed in the light of other research carried out on this curriculum issue.