This study investigates the challenges and opportunities of integrating algebra, statistics, and climate change education through mathematical modeling in a learning unit for preservice elementary teachers in Santiago, Chile. Implemented with 15 preservice teachers, the unit revealed challenges such as handling large datasets and interpreting mathematical models, while offering opportunities to use technology and relate models to real-world situations. Results indicated improved knowledge and positive attitudes towards climate change. The study underscores the potential of mathematical modeling to enhance climate change education, preparing future teachers to effectively incorporate these topics into their mathematics lessons.