This descriptive study explored the science literacy of secondary agricultural education students in the context of Genetically Modified Organisms (GMO). Forty-nine students from Oklahoma were asked of their opinion of GMO products and were then asked to provide a description of how genetic modification occurred. The interviews were recorded and then observed in order to determine students' dimension of scientific literacy as defined by Bybee (1997). A criterion-referenced exam was also administered to assess student's knowledge of GMOs. It was found that students had very little knowledge in both the agriculture and science of GMOs. The overwhelming majority expressed they would consume GMO products, but had an invalid, or no, theory to support that decision. These results are concerning when viewed in relation to the multitude of research indicating that agriculture, as the context for science, leads to critical thinking and depth of understanding. It was recommended that teachers of both science and agriculture focus more on the application of key concepts to develop critical thinking and scientific literacy.