To combat climate change, it is important to foster young people's climate literacy. Here,teacher education has a crucial task in preparing preservice science teachers to navigate andteach complex and interdisciplinary issues such as climate change. Research has shown thatteachers' beliefs influence how they approach teaching climate change. Therefore, the aim ofthis study is to understand what challenges preservice teachers believe to exist in teachingclimate change. Six preservice teachers representing four different school science subjectsparticipated in in-depth semi-structured interviews and the transcripts were analyzed using athematic coding approach. Findings show two areas of conflict between beliefs. The first areaof conflict regards the dilemma of being a neutral and objective teacher in a value-ladencontext. The second area of conflict regards reaching holistic aims via reductionist means. Thefindings provide insight into the educational needs for preservice teachers in science teachereducation about teaching climate change. We suggest that teacher educators allow preserviceteachers to explore and reflect upon their beliefs about teaching climate change, henceenabling them to reconcile areas of conflict between beliefs.