The urgency of the climate crisis demands not only greater coherence and coordination of education efforts, but also a deep reexamination of the education sector's role in the perpetuation of the status quo. This applies across formal education institutions (primary, secondary, and tertiary school), non-formal programs (often delivered by nongovernmental or community-based organizations), and informal spaces (on the radio, in libraries, museums, or even grocery stores and bus stops). It also demands attention from children, youth, and adults in both high-carbon emitting and low-carbon emitting countries, as well as within and across sectors (e.g., education, energy, transportation, agriculture, and urban planning). As a starting point for critical discussion among education and non-education actors, this paper focuses on formal education spaces where coordinating local efforts across districts, states, and nations can have impact on a global scale. First, the paper illustrates why more attention to and investment in education as a means of reducing risk and increasing informed action to climate change is needed. Second, it describes the current policy landscape for education in climate action, and climate in education. Third, the paper presents five underlying challenges preventing the formal education sector from taking a more proactive role in climate action. These roadblocks can then become entry points for policy and action. Finally, the paper lays out three actions that education and climate actors can take to not only chart a roadmap for the education sector in climate action, but to generate a new set of game-changing rules.