Cultural perceptions of the environment bring us back to elements and factors guided by 'natural' cause-effect principles. It seems that academic education has had little effect on the manner and results of learning about changes in the local landscape, especially as regards rational explanations. There is considerable difficulty relating academic concepts about the climate to transformations in the environmental landscape. Teaching tasks are mediatized due to the use of rigorous and precise concepts which facilitate functional and satisfactory learning. This is the objective of the research this article aims to undertake, for which we have chosen the case of Ontinyent (Spain). This research will include two parts: the first aims to identify problems in geographical education of the climate, and the second applies to didactic suggestions for improvement. Methodologically, this study involves qualitative, non-experimental, research-oriented toward change, which purports to understand the educational reality. Our sample included a total of 431 students. Moreover, a semi-structured interview, conducted with teachers in schools and universities in Ontinyent, was organized. Fourteen teachers were interviewed, including two who participated as research professors in the action-research method. The study revealed that students' conceptual and stereotypical errors, in the different educational stages, vary according to the type (climate, weather, climate change, landscape) and stage (Primary, Secondary, University). They are persistent and continuous, given that they are repeated and appear anchored in the ideas and knowledge development of students regarding the problems and the study of the climate throughout their education.