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The study assesses the perceived impact of climate change on student teachers in Nigerian tertiary institutions. The study adopted descriptive survey research design. Two research questions guided the study while two hypotheses were formulated and tested at 0.05 level of significance. The population of the study comprised of all the students of 2020/2021 final year Degree students of Alex Ekwueme Federal University and NCE students of Enugu State College of Education (Technical). Purposive sampling technique was used to select one hundred and eighty (180) students from both institutions. The instrument for data collection was a structured questionnaire titled Questionnaire on Perceived Impact of Climate Change Teacher (QPICC). The questionnaire was structured by the researchers and validated by two experts in Science Education and Measurement and Evaluation respectively. Data collected were analyzed using mean and standard deviation to answer the research questions while t-test statistics was used to test the null hypotheses. The findings revealed that student-teachers have adequate knowledge of cause, impacts and solution of climate change respectively. The researchers recommended that climate change education be introduced into the teacher training institutions and regular training and workshops be organized to update teachers’ knowledge on the causes, impacts and mitigation strategies on climate change.

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