Climate change is the one of the most controversial issues in environmental history since natural processes and human activities lead to causation. This complexity often thwarts communication and education efforts. Some research suggests that place-based approaches are effective for delivering climate change instruction because they feature local and observable impacts, thus connecting human behavior with climate change. This study developed and evaluated the efficacy of a place-based climate change education program using a one-group, pre and posttest design. The study involved 29 high-school students who participated in a one-week, summer education program at Prairie Fork Conservation Area in mid-Missouri. Use of place-based education was hypothesized to promote knowledge, awareness, responsibility, hope, and behavioral intention of participants regarding climate change. Results suggested that the program was an effective way to increase understanding of climate change, as evidenced by significant increases in a variety of measures. Implications for using place-based education are discussed.