This chapter notes the efforts of implementing a climate change curriculum within the Harvard Graduate School of Education that helps to build competencies for potential leaders in different education sectors so that they can collaboratively combat climate change. Literature points out the fruitful and productive partnerships of grassroots initiatives with large scale institutions and/or government organizations. The authors explore the conception of a climate change curriculum with explicit content knowledge and thoughtful pedagogy, designed by students and supported by faculty. The authors examine the design elements of the curriculum and then specify the implementation process of a curriculum at the Harvard Graduate School of Education (HGSE). The authors draw out the limitations and implications of “students as partners” in the co-creation of learning and teaching in the field of sustainable development education within higher education institutions.