This presentation explores interdisciplinary instruction for sustainability as exemplary practice for necessary teacher training, especially in light of the 2020 New Jersey Student Learning Standards highlighting the importance of integrating climate change across all grade levels and content areas. While acknowledging this progressive step, there is a large emphasis on the significance of effective implementation through appropriate teaching approaches and well-prepared teachers. As climate issues are stated as interdisciplinary in nature and require interdisciplinary solutions, inquiry-based and problem-based learning is advocated. This approach allows for a richer understanding of complex issues and equips students with problem-solving skills, critical thinking abilities, and a more holistic view of real-world problems like climate change. Furthermore, the presentation draws insights from Monmouth University's interdisciplinary elementary education major, where capstone courses address UN Sustainable Development Goals related to climate crisis, environment, equity, social justice, poverty, race, and gender. The effectiveness of this interdisciplinary teaching model is supported by an analysis of 5-year student data, including teaching projects, discussions, surveys, and reflections. The presentation concludes by emphasizing the shared responsibility of climate change education and the collective commitment to preparing educators, as well as proposing ideas and resources for teacher preparation and effective approaches in K-12 classrooms to inspire meaningful action in future generations.