An action research study on the topic of climate change education was conducted in collaboration between science and social science education researchers and teachers at three lower secondary schools. After joint literature seminars, teachers planned and conducted teaching sequences on climate change, including an out-of-school visit to the collaborating university with a focus on increased local risk of flooding due to climate change. Interviews with students at the end of the study revealed that they appreciated the teaching sequence, tried to lead their personal lives in a climate-friendly way, but were not very engaged emotionally in climate change as an issue. Meeting notes and interviews with teachers show that science teachers prioritized teaching climate change as a physical phenomenon, but social science teachers expressed frustration with students’ lack of emotional engagement and a perceived disconnect between students’ knowledge of climate change and choices in their personal lives. Challenges in conducting action research in a situation with different objectives across the initiating municipality, and participating researchers, teachers, and students are discussed.