This chapter presents an empirical study of climate-related hope in elementary classrooms. To address the lack of attention given to hope, we video-recorded and analyzed four teachers reading children’s environmental books aloud to their students. Informed by previous scholarship on hope, we conducted a qualitative micro-ethnographic analysis aimed at uncovering subtle messages of hopefulness and hopelessness. Our results revealed varied practices fostering different types of climate hope and even hopelessness. Aloud reading of two non-fiction books served to cultivate goal-directed hope (a knowledge-based disposition to actively shape the future) by first presenting students with narratives of nonhuman hopelessness (plights of penguins and polar bears) and then inviting science-informed consideration of mitigating action. In contrast, aloud reading of two cli-fi books centered on hopeless narratives of the near complete destruction of two imaginary worlds’ climate, encouraging students to develop wishful hope (epistemically baseless optimism about the future). The last read-aloud focused on a folktale with the potential to promote socially extended agency and interpersonal hope (shared reliance on someone else’s action to achieve a desired outcome). It is argued that teachers must be able to select books and adopt oral practices conducive to student development of climate hope and agency.