The research aims to review scientific and theoretical approaches to the concept of “readiness” and determine the composition of elementary school teachers’ readiness to carry out work in the discourse of the climate education issue. The authors employ methods of theoretical and comparative analysis to define the nature of changes in correlation with elementary school teachers’ readiness to deal with the issue of students’ climate education. The research objects are elementary school teachers in Nizhny Novgorod (Russia). At the beginning of the research, one-third of the teachers under research demonstrated high indicators of professional-motivational, cognitive-informational, organizational-procedural, and reflexive-evaluative components of readiness. Most teachers have average scores (42%). Based on the analysis of the dynamics of changes in teachers’ readiness to consider and implement the issue of climate education into practice, the authors prove that the proposed support improves all components of readiness. The advantages include active involvement in working through new content in informational, discussion, and project sessions. Along with the analysis of teachers’ readiness, the authors present information related to climate change in the content of environmental lessons at elementary schools, precisely the revision of concepts such as climate, climate change, and climate crisis. The research has practical significance because it highlights the professional needs of elementary school teachers to enhance their readiness to carry out work for the climate education of students.