This chapter investigates the development, implementation, and efficacy of a professional development (PD) program designed to enhance teachers’ climate change education (CCE) capabilities. Addressing urgent needs for effective climate change education, the chapter highlights challenges and opportunities in teacher preparedness, including insufficient climate science knowledge, lack of pedagogical strategies, and concerns about student mental health. Using a mixed-method case study approach, the research examines how the FOCUS! Teacher’s Climate Change Collaborative PD program influenced teacher learning and instructional practice. The PD program was held in Vancouver, BC. It involved 20 educators and engaged them with 29 resource guests, including climate scientists and activists. The PD was over five consecutive days with one six-month follow-up session. Data collection included pre- and post-surveys, daily feedback forms, researcher field notes, and teacher artefacts. Analysis revealed three key changes in teacher learning: improved confidence in teaching climate change, increased action-oriented instruction, and a broadened awareness of motivators and actors impacting CCE. A key takeaway for participants was the importance of integrating robust climate science content with hope-focused and solutions-oriented pedagogies. Participants felt this framing of CCE would combat student climate anxiety and promote future student empowerment. Five critical recommendations for future CCE PD programming are discussed. They include enhancing teacher confidence and knowledge, facilitating greater practice change, building capacities for student empowerment, establishing stronger educator networks, and targeting systemic educational change. The chapter closes with a documentary written by a participating teacher, highlighting her journey in CCE as supported by the PD.