Despite its presence in The Next Generation Science Standards, and built up demand, there are many systemic obstacles that hold students back from gaining climate literacy within their secondary education. These can be summarized as how to get school administration to encourage the teaching of climate change, which depending on the location of the school may be seen by administration as divisive, by teachers who have had and want little training in the subject, in a way that accurately and completely addresses climate science and justice, when many science teachers try to shy away from discussing or taking any sides when it comes to the social aspects of climate change. I am working to address these problems through the creation and implementation of programs for high schools, which take on the constraints of climate education as it has typically been practiced in the United States, in a way designed to be empowering to students.