Maps are a central medium for teaching content in the classroom, especially for geography lessons. Maps hold great potential in educational contexts, as they are helpful for the visualization of complex facts. The United Nations General Assembly’s sustainable development goals (SDGs) are complex contents whose teaching is central to education in sustainable development. In order to evaluate the potential of maps for the teaching of SDG-relevant contexts, it is necessary to analyze the extent to which the contents of SDGs have thus far been implemented in educational materials. Qualitative content analysis was used as the methodological basis with a subsequent quantitative evaluation of a number of maps (N = 1.527). The main results represent priority implementation of SDG-related content in map materials in textbooks for older age groups, as well as in atlases. An underrepresentation was observed in temporal aspects and in changes. Implications for the design of educational materials are derived from these observations.