Climate change (CC) is a critical socio-scientific issue that requires special attention in biology education. Natural History Museums (NHMs) offer an authentic learning environment where CC can be presented, thus providing unique opportunities for instruction. This qualitative study examined the educational potential of two CC exhibitions at NHMs. Interviews were conducted with museum staff to learn about the educational goals they associate with the exhibitions. Four key educational goals emerged from the findings: (1) Grounding knowledge in science, (2) Grounding knowledge in Nature of Science (NOS), (3) Visitors’ emotional connections to CC, and (4) Encouraging personal activism. These goals all contribute to a deeper appreciation of the scientific process. In addition to the interviews, we analyzed the content of both CC exhibitions to identify which aspects of NOS were integrated. The findings showed that the exhibitions differed in terms of the emphasis on the cognitive-epistemic vs. the institutional-social aspects of NOS. Despite these differences, both exhibitions sought to enhance visitors' understanding of the complexity of CC while promoting informed discourse, personal engagement, and activism. The discussion centers on ways biology educators can leverage NHM exhibitions to impart scientific knowledge on CC while addressing related topics in the classroom.