In this chapter, we synthesise studies on climate change education in teacher education programmes across different social, environmental and cultural contexts. Drawing from a systematic review of the literature between 2010 and 2023, we analyse how preservice teachers are prepared for climate change education and what resources teacher educators have or need to address climate-related issues. Our findings show that climate change education is increasingly recognised as crucial in teacher preparation. However, it remains absent or limited in many contexts, often confined to science and geography. At present, approaches vary from standalone courses to integrated modules, with successful strategies including stakeholder engagement, place-based learning, arts-based methods and university and local community partnerships. We argue that effective climate change education must move beyond a focus on scientific knowledge to incorporate political and ethical dimensions, addressing justice issues, solidarity, responsibility and collective action. The chapter identifies key challenges, including curriculum constraints, resource limitations and the need for interdisciplinary approaches. We conclude with five recommendations for transforming teacher education for climate justice: integrating climate change as a core theme, providing comprehensive teacher support, establishing sustainability leads, incorporating external expertise and prioritising funding for partnerships and collaborations.