Climate change is an urgent global issue that requires concern and action among a climate literate citizenry. Early childhood climate change education (CCE) affords strong potential for developing this climate literate citizenry. Early childhood educators are critical for this endeavor, and their climate change perspectives, teaching practices, and resource needs must inform future curriculum and professional development. Thus, the purpose of this study is to better understand early childhood educators' perspectives on climate change instruction and use of CCE resources. An explanatory mixed-methods design was selected for this study. In the first phase, a quantitative survey was used to determine important types of CCE resources for early childhood. In the second phase, selected participants were interviewed to explain and elaborate on their quantitative results. In terms of findings, early childhood teachers particularly valued nature-based material resources, human resources that could improve their own climate change response knowledge, and social resources that included trustworthy sources of climate change information. Interviewed teachers elaborated on qualities that make CCE resources particularly useful: age-appropriateness, curriculum alignment, ease of use, engagement, place-based, and trustworthiness. In addition, we present a placebased example of a kindergarten climate change teacher who exemplifies the use and valuation of these CCE resources. Implications for curriculum development and teacher professional learning are provided.