The literature has consistently recognized the key role of teachers at all levels in climate change education. However, the literature has also reported the lack of capability of teachers to integrate and teach climate change in various courses. Along this line, a number of frameworks and models exist regarding the integration and teaching of climate change in education curricula at all levels, including higher education. However, little, if any, looked into the opportunities and challenges of integrating and teaching climate change in the professional education curriculum of the teacher education program. This chapter presents the findings of a core mixed methods study that explored the course learning outcomes of the professional education core courses to look for opportunities to integrate climate change education. In addition, perceptions of and experiences on integrating climate change among lecturers of professional education courses were explored. The authors think that maximizing the opportunities and bridging the gaps in integrating climate change education into the professional education curriculum of the teacher education program will have a key multiplier effect in the advocacy for climate change mitigation and adaptation. Implications of the findings and recommendations are provided at the end of the chapter.