Differences in climate change learning frames (from a pedagogical perspective) between member state government (or official), non-governmental, financial and technical assistance, and network organizations are herein examined as these constitute important sources of information in Latin America but are largely disregarded in the climate change communication literature. A mainly quantitative approach through content analysis of 55 texts published in 2014 showed emphasis on the problematization of climate change by most organizations. Also, analysis showed that learning frames found in texts may promote only descriptive knowledge acquisition with no significant differences overall. There is a limited use of the affordances of online platforms for better textured stories and services that encourage readers' improved learning.