<p>Youth climate activism has received increased attention from media and researchers over the past decade. Understanding how young people become and remain engaged in climate activism helps identify how to effectively nurture and support youth climate activists. Drawing on sociocultural learning theory and the concept of learningscapes, this study examines how formal education functions as part of a dynamic ecosystem of climate learning and action. Youth researchers interviewed 31 young people (ages 13-28) in the San Francisco Bay Area (California, United States) who were involved in a range of climate activism efforts. Thematic qualitative analysis revealed that formal education experiences positively impacted climate activism through structural elements (curriculum and extracurricular activities) as well as normative influences (passionate educators and peer interactions), despite climate education in U.S. schools often being critiqued for its failure to adequately prepare young people for climate action. Our findings demonstrate how schools contribute to the climate activism learningscape through sociocultural processes of guided participation and community building. Although school experiences were not the only motivators and supports, and exposure to meaningful climate education does not occur in all schools, our findings highlight how formal education can be a vital part of a young person’s journey to climate activism.</p>