End-to-end, the denotion of Climate Change is by then an overall result of no return to the nearest preterite. Its sources, basically of an anthropic character, the summary for its tenacious and ferocious transformations in the various geophysical, biological and human systems, in an incontrovertible disaster with little measurable consequences. In that sense, identifying its magnitude of impact is not a very simple task for education. Due to the density of the topic, important to analyze the perception of climate hazard in secondary school students in Peru. Qualitative study in which semi-structured interviews were interposed with the purpose of valuing and codifying the first ecological expectations of educational actors in training. The results propose a broad and deep consensus that the Climate Change is one of the adverse conditions highly ruthless for its scope; nevertheless, this same gravity, is insufficiently registered in the schools like atomic problem. Under this analysis, it is concluded that to build critical ecological thinking from schools, it is essential to strengthen pedagogical models and institutionalize in the educational agenda one of the most de-spent topics and with the greatest attention in the latter terms, as is the Climate Change.