Climate change is a current problem in the news and something that is happening in our society; thus, geography teachers must educate students about it. According to my past teaching experience, many high school students lack a deep understanding of climate change, and many geography teachers are unsure of how to educate students on climate change. To raise students' knowledge of climate change, geography teachers need evaluate how they can achieve effective geography lessons that increase students' comprehension of climate change. Yet, consider the obstacles that geography teachers have when educating students about it. Lack of resources, limited time, and opposition from students who may not believe in the science behind climate change are some of the obstacles that geography teachers encounter while teaching about it. In addition, geography teachers also face the challenge of presenting complex scientific concepts in a way that is accessible and engaging for students. They must find creative ways to make the topic relevant and relatable to their students' lives. Furthermore, it’s crucial for geography teachers to foster a safe and inclusive classroom environment where students feel comfortable discussing their thoughts and opinions on climate change. Additionally, three high school geography teachers participate in a qualitative research approach, namely an interview where they explain their experiences with climate change education. Furthermore, the goal of this study is to figure out how geography teachers teach their students about climate change.  By understanding the challenges that may arise, geography teachers can tailor their teaching methods to effectively engage students in learning about climate change. This study aims to identify effective strategies and approaches that can be used by geography teachers to make the topic more interesting and accessible to students.  This study is significant because it can offer important insights into the difficulties faced by geography teachers when teaching climate change and offer practical solutions to improve students' understanding. By interviewing experienced high school geography teachers, we can gain valuable perspectives on the strategies and approaches that have been effective in teaching climate change. Additionally, by comprehending the difficulties encountered by the interviewed teachers, we can improve climate change education and ensure that future geography teachers are equipped with the knowledge and skills necessary to address this pressing global issue. Moreover, the purpose of this study is to help geography teachers better teach students about climate change. As a prospective geography teacher, I aim to learn more about how to educate about climate change through this work and apply these findings in my future classroom.  Lastly, teaching students about climate change, in my opinion, is critical in developing their perspective of the world and their part in it. By teaching students about climate change, geography teachers can help them understand the causes and consequences of this global issue. This knowledge will empower them to become responsible citizens who can make informed decisions and take action to reduce the effects of climate change. In the end, providing students with information about climate change will not only help them better understand the world, but it will also motivate them to take active steps to create a greener future. Nyckelord: Geografiundervisning i gymnasiet, Klimatförändring, ämnesdidaktik, pedagogisk, lektionsplanering, Geografiundervisning i gymnasiet.