Climate change is undeniably one of humanity’s utmost concerns. Human actions, such as deforestation, exhaustive use of fossil fuels, and intensive farming, are changing weather patterns, threatening polar bears, and causing other detrimental environmental changes. Most people are aware of these effects, yet many are not engaging in behaviour to alleviate the impacts of climate change. This project examined through a literature review and data analysis to determine the extent to which instructional strategies could change these types of behaviours. This quantitative study analyzed 2006 PISA (Program for International Student Assessment) data to determine if the pedagogy utilized by climate change teachers in Kyrgyzstan, Turkey, and Qatar impacted students’ willingness to engage in climate-change mitigating behaviour. These countries were selected because they are Muslim cultures of varied histories with different political and social situations. Thus, this study was additionally interested in discovering how the pedagogical approaches of teachers differed in their impact on students’ willingness to engage in climate-change mitigating behaviour among these three Muslim countries. Factor and reliability analyses were conducted in addition to a regression analysis, which indicated a small but significant relationship between instructional approaches and behaviour to lessen climate change. Instructional approach accounted for 4.0 percent of the climate change mitigating variable for Kyrgyzstan, 2.1 percent for Turkey, and 2.3 percent for Qatar. Future research could focus on the development of a questionnaire to better establish the range of factors that could lead to students more often engaging in behaviour to alleviate the effects of climate change.