Climate change is an important, yet challenging topic to teach. Challenges include having the knowledge of a complex process, being able to address controversial aspects of politics and emotions. Research have shown that pre-service teachers are willing, yet hesitant to teach climate change. In addition, research have shown in-service teachers avoid the topic, despite believing climate change to be an important issue. Preparing pre-service teachers to teach climate change is a crucial part in combating such issues. This study aims to investigate pre-service teachers’ beliefs about teaching climate change. Six Swedish pre-service teachers participated in depth semi-structured interviews including a reflective exercise on teaching climate change. Data was analyzed using a thematic analysis. Results reveal three dilemmas pre-service teachers face in regard to teaching climate change: the dilemma of being a neutral teacher, the dilemma of knowledge progression, and the dilemma of aligning the purpose with the content in teaching climate change. These results have implications for teacher education and provide insight for both pre-service teachers and in-service teachers.