This paper reports the results of a project aimed at creating, implementing and evaluating a learning unit that integrated content of algebra, statistics and climate change through mathematical modeling. The unit was implemented with a group of preservice elementary teachers at a university in Santiago, Chile. The paper discusses the impact the unit had on: (a) learning content related to algebra and statistics, and (b) knowledge of and attitudes toward climate change. The implementation showed promising evidence that mathematical modeling can be used to integrate disciplinary content with climate change concepts. Preservice teachers were able to apply relevant algebra and statistics knowledge, while also demonstrating improvement in their knowledge and attitudes toward climate change.