Urban planning educators are uniquely positioned to address the challenges of climate change. However, there is limited research to inform program managers and planning accreditation bodies on ensuring that urban planning education keeps up with the needs of a rapidly changing climate. This chapter examines accreditation requirements for higher education institutions (HEIs) to better integrate climate change into urban planning education. To do so, we conduct an exploratory cross-country comparative analysis followed by a comprehensive literature review of international and Australian research on the subject matter. Five universities offering planning degrees were selected based on criteria such as the prominence of their accredited urban planning programs as per the EduRank ranking and their contribution to the advancement in climate change education research. We examine the skills and competencies requirements for accreditation and the processes mandated by the peak urban planning bodies in their respective countries. We conclude this study by presenting insights to inform the sort of accreditation (requirements and process) and program structure for urban planning degrees that have the potential to integrate climate change education into the program, adequately preparing future students with the skills needed for climate change responses.