Climate change is one of the most serious issues to affect modern society. What originated as a scientific question has evolved into a complex political and social issue. The policy context recognises the pivotal role of education in encouraging effective engagement and behavioural responses to projected climate changes. It is relatively easy to nod assent to the principles of climate change education and engagement, but harder to deliver. This paper explores experiences of educating and engaging current and future decision makers, namely pupils, teachers, charity workers, small business owners and councillors on the subject of climate change in Wales. It draws conclusions about the existing climate for learning as well as the potential for overcoming challenges associated with information needs of these existing and future decision-makers. It considers the broader issue of whether current climate change information and education frameworks are fit for purpose and able to support effective climate change mitigation and adaptation activities. The findings suggest that many climate change communications from international organisations are not being received or understood at local levels, indicating a need for further and simpler ‘translation’ of science. Despite a strong formal education system in Wales, there are variations in basic skills (such as map reading and graph interpretation), required for simple climate change science interpretation. Finally, our results point to a need for climate literacy to be gained through interactive long-term learning rather than one-off training, particularly given some of the entrenched views of the older age groups involved in the study.