This rapid ethnography investigates the organizational dynamics and cultural contexts that influence efforts to embed climate and health education into the academic landscape of the University of Pennsylvania (Penn) as one case institution. This study uses participant observation, interviews, and field notes to identify key spaces, processes, and communities—both formal and informal—where climate and health education is emerging or urgently needed. The study’s purpose is to illuminate where strategic opportunities exist to support institutional change and promote climate-health literacy at a university scale.