During a training program on climate change education, teachers were invited to experiment with environmental behaviors in their personal lives. They then created their own climate change education model, with which they experimented in their classroom. Through teachers' and students' work, individual interviews, and questionnaires, researchers monitored the behavioral change process of 25 teachers and of 75 students who participated in the pedagogical activities planned by the teachers. Motivational factors included a profound attachment to the natural environment and a desire to help the Earth. Facilitating factors included participation in a support group, the simplicity of chosen actions, and encouragement from family members. Limiting factors included time, the lack of awareness in one's surroundings, forgetfulness, and fatigue. The theory put forward by Prochaska, Norcross, and DiClemente (2002) was used to interpret the results and propose pedagogical interventions in climate change education. (Contains 1 footnote.)