Education plays a pivotal role in addressing the urgent need for eco-societal transformation toward sustainability. This study investigates the self-perceived action competence of primary school students in tackling a regional wicked problem and examines the role of sustainability stories in enhancing this competence. Employing a mixed-method approach, the research utilized a pre-post two-group comparison experimental design alongside focus group interviews. Quantitative analysis revealed that students exhibited a high level of self- perceived action competence regarding the issue, though the exposure to sustainability stories did not yield statistically significant changes. Qualitative insights revealed the various ways in which students' self-perceived action competence is shaped and influenced, as well as the nuanced role that stories play in its development. These findings highlight the importance of aligning sustainability education with students’ developmental stages to foster meaningful engagement with complex environmental issues. While a single exposure to a sustainability story may not lead to statistically significant changes in self-perceived action competence, it can serve as a catalyst for discussion and further learning. Storytelling remains a promising pedagogical tool, and future research should explore diverse storytelling approaches to better understand their potential in shaping students’ action competence.