The present paper scrutinizes the topic of climate and climate change, as well as its integration in the school curriculum. It thereby focuses on the status of knowledge that students have at the end of their school career and which misconceptions regarding the topic they show. Furthermore, it will analyze what attitudes the students have towards climate change and if they are interested in the topic at stake.Based on this, a survey with a questionnaire (N = 34) was conducted. It contained questions regarding frequently asked questions, as well as exploring students personal attitude towards climate change.The main results of this research are that the statements of most students are comparable to those of the IPCC (Intergovernmental Panel on Climate Change). Nevertheless, they were less complex and only few climate skeptical statements have been made. In addition, most students showed a high knowledge about the consequences of climate change. Misconceptions were mostly expressed when students were asked to explain the greenhouse effect. The vast majority is of the opinion that climate change should be stopped and cannot be ignored. Furthermore, in general students do not show strong interest in the topic, but still wish for more integration of the topic in the school curriculum.It can therefore be concluded that an enforced focus on climate change would be in the interest of students, if their conceptions would be integrated in the lesson planning.