Women’s leadership in climate change education has become an important concern in recent years. Efforts to equip women to lead climate change education involve both educating women on the reality of climate change and training them with the skills necessary for teaching and addressing a range of environmental issues. Women’s leadership is crucial, especially in Africa, where climate change impacts are especially felt. Since women form the bulk of teaching staff in most schools, there is a clear need to educate a critical mass of women on the both mitigation actions and adaptation to climate change. The purpose of this chapter is to identify and describe the skills that are required by women in order for them to lead in climate change education. The chapter also presents best practices that help women become climate change educators and explores the role of higher education in preparing women to lead in this endeavour. Empowerment Theory, formulated by Julian Rappaport in 1981, was selected to guide the study. This theory focuses on the psychological and social process by which people and groups take charge of chosen aspects of their lives, work and relationships. The theory is appropriate as it sheds light on how women become empowered through knowledge, skills, and motivation, and how, from a position of empowerment, they are able to become effective climate change educators of learners and whole communities. The chapter recommends policies that could create leadership opportunities for women in STEM and environmental fields through scholarships, mentoring, and professional development. Higher education institutions should support women’s empowerment in this area by developing specialised programmes and policies that focus on leadership, climate literacy, and sustainability education. National climate policies should also emphasise women’s leadership, promoting collaborations between governments, educational institutions, and NGOs to support women’s leadership in climate change education and decision-making.