Currently, teachers are being challenged to integrate sustainability into school classrooms in various disciplines, and the statistics education is not immune to this trend. Against this backdrop, in this work we investigate the belief system of 11 Chilean primary education teachers who are active in statistics education and its links with sustainability. To this end, we conducted semi-structured interviews and analyzed them using a qualitative methodology under an interpretive approach. The results show that teachers acknowledge the integration of statistics education and sustainability as a challenge, identifying as the most recurring topics their mastery of content and the development of skills.