As global climate impacts intensify, education systems worldwide face a critical gap between the urgent need for climate change education (CCE) and current teacher preparation practices. This chapter introduces a transformative vision for teacher education that transcends traditional disciplinary boundaries and purely content-focused instruction. The complexity of CCE is explored through three primary dimensions: the scientific requirement for complex systems thinking, the interdisciplinary nature of socio-political and justice-oriented issues, and the significant psychological challenges of ecoanxiety and climate grief. The chapter synthesizes contributions from six specialized sections that map the current landscape of CCE. These contributions transition from diagnosing systemic barriers, such as misinformation and curricular constraints, to proposing innovative theoretical frameworks and practical strategies. Key themes include integrating epistemic agency to empower student-driven investigation, applying critical emotional awareness to navigate the affective dimensions of the climate crisis, and using place-based, solutions-focused pedagogy to connect local action with global perspectives. Collectively, these chapters advocate for a transdisciplinary shift in teacher preparation that equips educators to foster a generation of students capable of responding to climate change with hope, critical awareness, and meaningful action.