<p>This paper presented the results of a qualitative research study that investigated the implementation of climate change education (CCE) in a Canadian public school Kindergarten classroom. The study incorporated three different teaching pedagogical approaches - inquiry-based learning, project-led learning, and arts-integrated learning - to create age-appropriate CCE practices for four- and five-year-old children. This research was divided into four stages of learning based on developmentally appropriate research strategies for use with young children, with the goal of teaching about climate change in the Kindergarten Program. During the study, challenges faced by educators in understanding and introducing CCE into the classrooms were identified. However, this study serves as a starting point for exploring the potential of these approaches in teaching CCE to Kindergarten children and fostering an active and engaged classroom community. While further research is required, the study suggested that a CCE Kindergarten Program that utilizes multiple teaching approaches may effectively involve children in climate change education. Inquiry-based learning may solicit responses from children that could set the stage for inquiry by inspiring wonder and reflection about climate change. Project-led learning may also support climate change learning through inquiry by actively engaging children in real-world and meaningful projects connected to climate change and by empowering children to take action through individual behaviors related to the environment. Finally, arts-integrated learning may inspire Kindergarten children to express their ideas about taking care of our environment through creativity, exploration and artistic integration.</p>