The research reported in this thesis examines the structure of environmental education on global climate change in North Carolina. Although the quality of public knowledge is slowly improving due to media influences, the status quo of science literacy is insufficient to understand the complexities of climate change. Understanding is a fundamental step towards engaging in more sustainable lifestyles and supporting efforts to mitigate dangerous climate change. Educators must take into account the unique challenges associated with this topic such as risk perception, prior knowledge, basic science literacy, and the role of fear when designing education tools. Museums and science centers have an opportunity to use their resources to effectively and creatively educate the public about the complexities of global climate change. Education at a young age is the best way to instill an appreciation for the environment, the nature of science, and an individual's responsibility for a global problem.