The issues surrounding climate change are undoubtedly an critical part of public discourse in the 21st-century. What role do science teachers have in this conversation? To what extent have teacher candidates’ undergraduate experiences prepared them to engage students in rich learning experiences based on climate change science? What role can (or should) science teacher educators play in this preparation, particularly if teacher candidates do not have strong backgrounds in science? This research program explores these and many other related questions. Currently, my colleague and I are in the process of field testing a survey design to shed light on Primary/Junior teacher candidates’ conceptual understanding of climate change science.