The current study investigates the effect of climate variation education programs in civic secondary schools within Nairobi County. It attempts to assess their effectiveness in the knowledge, attitudes, development, and skills to acclimatize and mitigate the impacts of climate change, among students. In line with the theory of planned behavior (TPB), the research identifies key enablers for successful climate education to include properly structured teacher-training programs and good administrative support but deep-seated barriers, particularly severe resource shortage and lack of funding, delimit effective implementation. Schools in less economically advantaged regions face even greater constraints, like restricted access to critical teaching materials and a lack of experiential learning to add value. Some limitations also prevent students from practicing climate-relevant concepts in real-life situations. The study even indicates a significant breach between practice and theory in the presence of climate education programs. Most fail to look into such localized phenomena surrounding urbanization, deforestation, and pollution, rendering it impossible for students to link their classroom learning with environmental challenges in their surroundings. The research adopts a design of descriptive survey where quantitative and qualitative data were gathered from 280 respondents, namely, teachers, students, and school administrators. In the findings, it was found that 96.4% of respondents cited that severe shortages of teaching aids and financial assistance to undertake climate-related activities limited the implementation of climate education programs. The study emphasizes the urgent need for structured training programs on climate issues for teachers to empower them to provide hands-on, experiential learning opportunities on climate adaptation and mitigation. It recommends solving these issues by further enhancing alliances of schools with government agencies and environmental organizations to mobilize financial resources for climate education programs, integrating climate change topics more effectively into the national curriculum, and adopting stronger emphasis on practice and student-centered methods that promote real-world problem-solving. Meeting these systemic gaps will enable climate change education to forge climate-conscious citizens who can actively contribute to implementing environmental sustainability in their communities.