Climate change education and climate change communication share sim-ilar goals and desired outcomes, and their definitions reflect these similari-ties. Climate change education, or climate change environmental education, encompasses a range of “interdisciplinary learning opportunities that people of all ages need to develop the competencies, dispositions and knowledge to address climate change.” It approaches climate change with an “understanding of the socio-political and economic considerations; the scientific basis; and the communication, collaborative problem-solving and analytical skills needed to generate and implement feasible solutions.”10 According to the Yale Program on Climate Change Communication, climate change communication is “about educating, informing, warning, persuading, mobilizing and solving this criti-cal problem. At a deeper level, climate change communication is shaped by our different experiences, mental and cultural models, and underlying values and worldviews.”11 The first part of this definition speaks to goals held in common between climate change communication and environmental education, like climate literacy and action, while the second part touches on linkages between climate change communication and environmental psychology.This book seeks to provide environmental educators with an understand-ing of how their audiences engage with climate change information, as well as with concrete, empirically tested communication tools they can use to enhance their climate change programs. We define “environmental educa-tor” broadly, to mean people “focused on using best practice in education...to address the social and environmental issues facing society.”12 We focus primarily on the first three steps of developing a climate change education program.