A system of climate learning includes students, educators, administrators, educational leaders, community members, and others across different contexts and from diverse lived experiences. As people begin to foster climate learning within these systems, the work of drawing people together in this work can seem daunting. However, the lessons from the Washington state ClimeTime effort can provide some practical guidance for this type of work. This paper explores specific types of roles that can be fostered within a system to promote climate learning as well as identified supports that need to be built to sustain such work.