Forward looking, anticipatory learning is a key to building adaptive capacities and resilience in young people. How then are Queensland primary and secondary schools engaging with climate change? Climate change education can be seen as comprising two parts: Climate and Change (McKeown & Hopkins, 2010). ‘Climate’ includes an understanding of the natural sciences, while ‘change’ or educating for change highlights an imperative to support people in developing the capacity to enable them to “lessen negative changes, adapt to change, and promote positive change” (McKeown & Hopkins, 2010, p. 89) for themselves and within their community. Formal curricular may provide space for teachers to engage with the complexities of climate and change; however, teachers’ beliefs, knowledges, understandings, and values, along with school and community contexts shape practice. This mixed methods research study sought to identify teachers’ understandings and conceptualisations of both climate change and climate change education. This research suggests a lack of supportive policy at the school, state and national levels along with teachers low climate change and climate change adaptation knowledge leads to climate change science education occurring in a limited capacity in Queensland schools and climate change adaption education not occurring at all. If Queensland schools are to see multidimensional and valuable climate change education needed for an uncertain future, it is imperative that curriculum and policy support climate change education alongside developing  teachers climate change and climate change adaptation knowledge.