<p>Climate Change Education (CCE) is urgent given the current climate emergency. Games have been identified as an effective pedagogical resource to promote concepts and skills related to climate change. This study aimed to investigate the effectiveness of different types of games, in the perception of in-service teachers, to promote CCE. Due to the increase of the effects of climate change in Brazil, this country is the study setting. The methodology was divided into three parts: (i) developing two games, (ii) administering a questionnaire, and (iii) conducting descriptive and exploratory data analysis. The results showed that while teachers recognize the value of games, they face challenges to promote CCE due to heavy workloads, complexity of the concepts and insufficient training. Therefore, the design of the game seems less relevant given the difficulties faced in classroom practice. In conclusion, the study suggests that while teachers acknowledge the value of games as an educational resource, priority should be given to improving the foundational educational infrastructure before expanding additional resources. These insights may contribute to discussions on CCE in developing countries, where such education is still in its early stages.</p>