<p>Due to the increasing frequency of climate change-related disasters, many studies have focused on climate change and its effects on well-being. However, there is a paucity of research analyzing how climate change education influences well-being, particularly in the context of the Global South. This study thus aimed to explore how climate change education transforms adaptation and mitigation strategies to enhance the&#xa0;‘climate well-being’ of tea smallholder farmers in Sri Lanka, a country with a high level of climate vulnerability in the Global South. By focusing on a non-formal climate change education program on tea smallholder farmers, the study collected data from multiple sources including semi-structured interviews, field visits, and document analysis. The collected data were analyzed thematically grounded on the transformative learning theory and the concept of climate well-being of smallholder farmers which has six dimensions: physical and psychological health; safety and security; place identity; belonging and social inclusion; relational well-being and cultural and spiritual well-being. The findings highlight how experiential learning has provided a foundation for adopting climate-smart agricultural practices among tea smallholder farmers. Critical reflection and continuous dialogue have transformed their traditional farming methods to adopt climate-smart and sustainable agricultural practices that lead to effective adaptation and mitigation strategies. The study also underscores how this transformation has led to improvements in many aspects of the&#xa0;climate well-being of Sri Lankan tea smallholder farmers by enhancing their health, safety, place identity, and relational well-being. Despite the gaps in the development of farmers’ social inclusion and cultural well-being dimensions, the study provides evidence of how climate change education can foster climate well-being while contributing to more sustainable agricultural practices in the Global South countries.</p>