This chapter details the curricular redesign of an initial teacher education program for future preschool educators in southern Chile. An interdisciplinary team collaborated to address the socio-ecological challenges posed by climate change, creating a new curriculum that integrates sustainability, interculturality, and local relevance. The redesign process, spanning over six years, involved critical reflection on traditional teaching methods and the incorporation of place-based education, transdisciplinary approaches, and socioemotional development. The program aims to prepare educators to work collaboratively with diverse communities, fostering resilience and sustainability. The unique context of the Araucanía region, with its rich Mapuche heritage, serves as a natural laboratory for this innovative approach. The chapter discusses the main topics, pedagogical scope, and organizational changes necessary for this transformation, offering insights transferable to other teacher education programs globally.