This paper expands the political liberal case for 'education for justice' to include climate justice education. It begins with the case for empowering and motivating learners to promote institutions for basic global and institutional justice. Beyond this, three challenges emerge. Firstly, the political liberal model is premised on free and equal citizens cooperating for mutual advantage. In fact, the flourishing of some has long been enabled by systematic "disadvantaging" of others, along race, gender, class and other lines. Thus, climate education must include critical, historically informed climate justice. Secondly, philosophers increasingly include duties to non-humans within climate justice. This poses a dilemma: must any 'reasonable' citizen accept this expanded view? Two ways forward are outlined, though the practical difference between them may be comparatively small. Finally, climate justice education, as outlined here, necessitates motivating learners to challenge political institutions. This makes it implausible that the current school system will provide it.