Purpose: This study aimed to describe the knowledge and alternative conceptions of climate change in a group of Chilean science and non-science teachers with different teaching experiences. Design/Approach/Methods: The study used a quantitative approach with an exploratory, descriptive, and transversal design, in which a Climate Change Questionnaire was applied to a group of 64 pre-service and in-service teachers. Findings: The results demonstrated that the whole group of teachers had moderate knowledge about climate change, presenting some alternative conceptions, such as confusion about greenhouse gases, solar radiation, and the false relationship between ozone layer thinning and the greenhouse effect. There was no difference in climate change knowledge between science and non-science teachers or among teachers with different teaching experiences. Originality/Value: This is the first research work published in an international journal on the knowledge of climate change by a group of teachers in Chile (and Latin America); therefore, it is an original contribution to the literature about climate change education. Furthermore, we tested hypotheses regarding the effects of experience and scientific background on teachers' knowledge of climate change.