<p>How individuals spend their time has a crucial bearing on their well-being. Climate change—by modifying the environmental determinants of time disposition—can alter time-use patterns among individuals. The present paper contributes to the limited literature in this direction. Utilising data from the Time Use Survey, 2019, the present paper investigates the association between weather and time allocation to learning and leisure among children. The results suggest that individuals substitute leisure for learning during days with extreme temperatures. Hot days lower time allocation to learning, driven primarily by a reduction in school/college attendance. The weather-time use relationship is muted in places with a warmer climate, suggesting evidence of longer-run acclimatisation. However, I fail to find any conclusive evidence of short-run adaptation to unpleasant weather. The findings further reveal that the temperature-time use relationship is muted for specific socio-economic groups such as the males, the educated and the well-to-do. The study concludes that policy emphasis should be laid towards building climate-resilient infrastructure as well as flexible academic calendars to ensure learning continuity especially for the vulnerable groups.</p>