This chapter presents an in-depth exploration of a university initiative to integrate indigenous and local knowledge (ILK) into a climate change curriculum for primary schools in Brunei Darussalam. Highlighting the work of the STEMFunds Project (Universiti Brunei Darussalam), the chapter demonstrates a participatory, community-based approach to curriculum development with the indigenous communities of Temburong, Brunei. This approach ensures that the curriculum both adheres to national educational standards and is also deeply interwoven with the communities’ ILK. The research was executed across three Iban-majority schools serving underprivileged indigenous communities, with two primary phases in its implementation process. Phase 1 involved conducting extensive interviews (n = 14) and site visits (n = 6) with key stakeholders in the Iban communities. The objective was to identify, understand, and map the ILK embedded within these communities. In addition, the research sought to comprehend the communities’ views on climate change. Phase 2 focused on developing a climate change curriculum for primary schools, underpinned by a community-based approach and the integration of the communities’ ILK. The process involved the collaborative efforts of teachers, parents, and curriculum specialists through four study group sessions and an expert group meeting. The two research phases demonstrate how incorporating ILK can significantly enhance the climate change curriculum, making it more relevant and beneficial for indigenous children in the community. Overall, this chapter outlines the processes involved in developing a culturally relevant climate change curriculum, from identifying ILK to executing a participatory, community-based approach, which could have significant implications for researchers, teachers, children, and policymakers.