This chapter reflects on efforts by the University of Waterloo in Ontario, Canada, to integrate climate change education (CCE) into its program offerings over the past three decades. Waterloo has been a pioneer in CCE, through the early introduction of climate change courses in the early 1990s, the establishment of the Waterloo Climate Institute in 2008, and the introduction of several specialized programs. More recently the University has embarked on the integration of CCE across all disciplines. The chapter shares case studies from diverse program areas with reflections on pedagogy, strategy, and lessons learned from faculty and staff members engaged in this work. Case studies are organized into four categories based on the Molthan-Hill et al.’s (J Clean Prod 226:1092–1101, 2019) framework for embedding CCE in the curriculum: piggybacking, mainstreaming, specializing, and connecting. The chapter concludes with reflections on the way forward highlighting student voices along with a new climate complexity initiative that interweaves multiple ways of knowing.