Given the profound social implications of climate change, this subject is increasingly important for a broad range of sociology classes. Sociology instructors who address the subject of climate change face a dilemma. Presenting too grim of a portrait risks fostering psychological distress and withdrawal from action to address climate change, whereas downplaying the magnitude of the crisis can provide false assurance that the situation is well in hand and that urgent action is unnecessary. I argue that educators must be sensitive in their presentation of the issue but forthright, even as the scientific evidence indicates that the social impacts of climate change are grim. This does not necessarily foster withdrawal and inaction. Social movement theory suggests that political participation is not primarily a rational pursuit based on calculated outcomes. Educators can inspire climate action by providing students with opportunities and support to do so.