Agricultural and environmental literacy are essential public goods, but associated education efforts struggle to reach broad audiences. Understanding learner backgrounds and lived experiences can help address this challenge. We assessed the relative importance of demographics, parent views of agriculture, interactions with farmers and parents, and learning setting in predicting agricultural literacy among 525 elementary school children in North Carolina, USA. We used classification and regression trees and random forest models, which account for non-linear and interacting relationships. Knowing a farmer and engagement with parents were more predictive of children agricultural literacy than demographics, countering historically held deficit-based assumptions around agricultural and environmental literacy.