This chapter explores how faculties of education in Canada are integrating Climate Change Education (CCE) into their work in integrative and innovative ways in response to the climate crisis. Faculties of education hold the potential for a significant impact on shifting K–12 education and higher education toward equitable, just, and sustainable communities. With their reach extending into preservice and inservice teacher education, faculties of education can and should be active sites for research and experimentation into the praxis of CCE. By comparing the integration and implementation of CCE at four faculties of education in Canada, this chapter investigates how these institutions are integrating CCE into their unique geographical, political, and territorial contexts, implementing climate policies and governance, centering curricular implementation, and engaging with creativity and promising practices of CCE. By exploring CCE curricular development, policy supports, and governance practices, these faculties exemplify promising practices to address the climate crisis and advocate for education’s central role in climate action.