This study presents the perception of sixth graders of climate-change education after leading three activistic processes. The study addressed these questions: What is the attitude of students towards climate change education? What are the components of the educational program that were significant in promoting their activism? Qualitative analysis, over four different time points, was based on students' summaries, drawings, and focus group. The findings suggest that students' concerns about climate change did not change at the end of the process, but this did not prevent them from developing high self-efficacy to continue to lead activism. The students recommended the continuation of an annual curriculum on climate change that includes experiencing activism while aspiring to include to lower grades.