Changes in weather patterns result in devastating natural disasters that affect human beings and the environment. Ironically, climate change is man induced. This study investigated the knowledge, attitude, and practices of 1,103 senior school students on climate change and related issues. The study also determined the influence of students' age, gender, religion, subject affiliation, and parents' education levels on students' knowledge, attitudes, and practices. A questionnaire was employed to collect data; descriptive and inferential statistics were used for data analyses. Findings indicated that knowledge of climatic change issues is slightly low among students, while their attitude is slightly favorable. They engage in practices that do not entirely predispose the environment to devastating effects, especially flooding. Apart from gender, all other independent variables significantly differentiate students' knowledge, while seemingly mothers' educational level influences student practices. Therefore, teachers need to be sensitized on the level of students' knowledge, attitudes, and practices that are related to climate change and be adequately prepared to update students' knowledge of climatic issues.