Climate change is a critical global challenge with profound implications for the environment, human health, and economic stability. Tertiary institutions, as centers of learning and research, play a vital role in addressing this issue through climate change education. This study aims to explore the state of climate change education in Nigerian tertiary institutions, focusing on current initiatives, challenges, and opportunities for improvement. By investigating the demographic characteristics, awareness, and perceptions of climate change among students, faculty, and administrators, the study seeks to identify key barriers and gaps in existing educational frameworks. Through a mixed-methods approach, including surveys and interviews with 213 participants from universities, polytechnics, and colleges of education, the research finds that though there is a general awareness of climate change, significant gaps in knowledge and engagement persist. A chi-square analysis (p < 0.05) reveals that while climate change is acknowledged as an urgent issue, a deeper understanding remains limited, particularly among students and staff. This study identifies critical barriers to effective climate change education, including inadequate resources, insufficient expertise, and lack of institutional support. The paper concludes that integrating climate change into curricula, fostering interdisciplinary approaches, and improving faculty training are essential for effective climate education. It also emphasizes the need for increased funding, policy development, and international collaboration to strengthen climate change education in Nigeria. Ultimately, this study calls for comprehensive educational reforms to ensure that future leaders are equipped with the knowledge and skills necessary to address the climate crisis effectively.