A climate-literate population, capable of making informed decisions related to climate change, is of critical importance as society faces ever-increasing global temperatures and changes in the climate system. This project evaluates the effectiveness of a novel instructional approach that incorporates climate change science into a first-year undergraduate level writing course. Science content included in the course focuses on climate and global environmental change and how it relates to society, policy, and economics. The multidisciplinary nature of the course material allows the climate change science content to be addressed from different viewpoints and student perspectives. Student surveys and self-reflections indicate that fundamental climate change science concepts and content can be taught in the context of a nonscience course focused on writing. Selfreflections reveal that 50% of students reported new or continuing interest in science and climate science, 35% did not explicitly mention their attitude toward science, 10% remained uninterested, and 5% lost interest as a result of participating in the pilot course. To produce climate literate citizens, new methods such as the pilot course described in this study, can be used to incorporate the science of climate change into nonscience