There is an extraordinary scientific mandate for the urgent need for rapid and large-scale action to reverse catastrophic climate change complemented by the drive to transition our high-carbon societies to low-carbon societies and thus the need to get everyone involved in the required actions. The role of education in raising awareness as well as instituting behavioral change for climate change mitigation and adaption is of critical importance and included as a target in the UN Sustainable Development Goal 13 “Climate Action.” Climate literacy or carbon literacy aims to establish a common baseline understanding of the relevance and impacts of greenhouse gas costs and our carbon-equivalent footprints with the special focus on enacting high-impact climate solutions. This means no one should be excluded from a global movement pursuing meaningful and action-based climate education for all. In this context, it should be stressed that the authors define climate education as learning that enables the application of climate science with a special focus on climate change mitigation education. Simply teaching climate science, such as the molecular properties of carbon dioxide, in the face of the climate emergency without enabling significant action by the learner is an abdication of responsibility by the education community. This chapter provides detailed information about the key elements of effective climate literacy training and how they contribute to a climate education for all with a special focus on high-impact climate solutions. It begins with a general overview about climate change mitigation education for all before illustrating one initiative in more detail—the Carbon Literacy Project—which has successfully managed to train very diverse audiences and could be upscaled and implemented in all walks of life. The initial projects are included, for example, of how carbon literacy training has been implemented in the television and university sectors as well as specific cases in which organizations are taking and developing the training. Information is also given on how an organization (private, public, and not-for-profit sector) could train its employees and become a Carbon Literate Organisation and how interested organizations can use the toolkits and experiences available. The chapter will also introduce other tools to increase everyone’s climate literacy such as En-ROADS, Project Drawdown, and free online courses for self-study.