Climate change skepticism has been influential in various decision-making process regarding climate change solutions by challenging the climate change advocacy which is more dominant position in the climate change debate. This paper compares climate change skepticism with climate change advocacy and then reviews the impacts that the former has made on climate change policy and public perception. The climate change skepticism could be in fact categorized into various positions in a spectrum according to its focus on trend, attribution, impact, solution, personal behavior, and social change. Such understanding implies for climate change education that various positions within the skepticism per se need to be considered rather than climate change skepticism is generally discussed. Meanwhile, climate change skepticism also shares many features with a nonchalent position in general environmental issues. Based on these analyses, the paper suggests implications for education including understanding about nature of science, integration into energy education and sustainable development education, communication and consensus, participatory competency and understanding about learners through qualitative means to evaluation.