The climate crisis is a major threat to global health, equity, and wellbeing. Most contemporary career education is built on models of career development which uphold capitalist structures of work-life that are contributing to the climate crisis, while also placing responsibility on individuals to cope with increasing inequity and the erosion of decent work. There continues to be a lack of attention to contemporary existential issues of ecological sustainability and its reciprocal relationship with economic uncertainty and associated mental health challenges, particularly in the area of career development and counselling. Hope is the ability to envision and move towards possibility, despite uncertainty, and is an essential resource in supporting mental health and facing difficult circumstances. Hope infused career education involves collaborative learning and re-visioning of work, life, wellbeing, and community, to support both individual career-life development and collective action towards climate justice. In this presentation, we share initial findings and learnings from a participatory action research project on climate-aware, hope-focused career development with students and their teachers in Alberta, Canada. We discuss the process for university team members of collaborating with teachers in local schools, and working with students to define and engage with hope in the context of climate justice and work in their communities. Photovoice data collection was incorporated to present student perspectives on hope and their learning through the project. Implications for climate informed career development education and future research directions will be presented.