Background:  Climate change is a worldwide danger that affect pregnant women and their growing fetus seriously. Teaching the pregnant women about the hazards of these changes may enhance maternal and neonatal health outcomes. Aim of the study to compare between the effect of narrative versus didactic information on pregnant women's knowledge, attitude, and perception regarding climate change. Subjects and Methods: Quazi-Experimental design two groups with (pre-post intervention test) was utilize in the current study. Setting; the study was conducted at the outpatient antenatal clinics in El-Minia university hospital for maternity and children. A purposive sample of One hundred pregnant women was included in this study. Data was collectedthrough a structured interviewing questionnaire that had a number of questions regarding the expectations of women's knowledge, attitude and perception, the women also received a manual (brochure), its content was developed based on the pregnant women identified needs post the pre assessment. Results: The current study clarified that, the narrative group got a good level of knowledge, positive attitude, and a higher level of perception after implementing the intervention compared to the deductive group, with statistically significant differences as P value <0.001, <0.001 & 0.004, respectively. Conclusion: Implementation of narrative-based educational information is an effective way to inform the pregnant women about the effect of climate change on the pregnancy-related concerns. Recommendations: educational training, and communication activities about climate change and its effect on pregnancy should be conducted to the pregnant women in order to increase their level of information which well be reflected on their level of knowledge, perception, and healthy attitude to lessen the detrimental health effects induced by climate change on pregnancy.