This thesis explores how pedagogical staff in Dutch after-school care (Buitenschoolse Opvang) make sense of green sustainability in their daily work, with a focus on Norlandia Preschools. Using a multi-sited qualitative case study, supported by quantitative survey data, the study draws on Weick’s (1995) sensemaking theory to examine how sustainability is interpreted and enacted through individual identities, organizational cues, and practical constraints.Findings reveal that practices like recycling, energy conservation, secondhand use, and outdoor activities are common but vary by location, depending on managerial emphasis, team dynamics, and available resources. While Norlandia’s “Go Green” program offers a shared framework, local adaptation and pragmatic choices strongly shape implementation.The study highlights the need for clear organizational support combined with flexibility at the local level, and calls for stronger professional identity building, more team dialogue, and practical tools to support sustainable practices in after-school care.