Scientific literacy and climate change anxiety are interconnected dimensions that shape how individuals understand and emotionally respond to environmental threats. However, research examining the predicting effect of scientific literacy on climate change anxiety among science preservice teachers in climate-vulnerable regions remains limited. This study examined this relationship among science preservice teachers in Tacloban City, Philippines, in alignment with SDG 3 (Good Health and Well-Being), SDG 4 (Quality Education), and SDG 13 (Climate Action), anchored in the Transactional Model of Stress and Coping. A non-experimental quantitative research design utilizing comparative and correlational approaches was employed. The Global Scientific Literacy Scale and the Climate Change Anxiety Scale were administered to 125 fourth-year Bachelor of Secondary Education major in Science students enrolled in state universities and private colleges in Tacloban City through total population sampling. Results showed that science preservice teachers demonstrated a very high level of scientific literacy (M = 4.52) and a high level of climate change anxiety (M = 3.37). No statistically significant differences in climate change anxiety were identified across sex, age, and family income class. Scientific literacy was established as a statistically significant predictor of climate change anxiety (β = 0.376; p = .043), indicating that increases in scientific literacy correspond to increases in climate-related psychological distress. The findings support the integration of mental health support components alongside climate science instruction in teacher education curricula to address the psychological distress that accompanies scientific literacy development among science preservice teachers.