Transcending the destructive world-ecology of the Capitalocene and healing from its havoc will require that teacher educators prepare teachers in ways that help them imagine and then realize a future different from the one we are headed towards today. That future will grow from different ethical principles and pedagogies from those with which teacher educators may be most familiar. In this chapter, I present ways that teacher educators can build ethics of care and pedagogies of hope for climate change and climate justice education. I draw inspiration from teacher educators who are at the leading edges of climate change education. Ethics of care emphasize relationality over rationality and requires a rethinking of the ethical principles upon which teachers address climate justice dilemmas in schools. Two ways to build more relationality into the ethical practices of teaching include incorporating gardening and moral deliberation into teacher education. Hope is a practice, an action orientation towards social change and structural transformation. Examples of pedagogies of hope include engaging prospective teachers in writing speculative futures and involving prospective teachers in climate activism. I provide the theoretical grounding and unpack specific examples that teacher educators can use to build more caring and hopeful futures.