Agriculture and animal science student bodies are shifting toward a mo
re urban composition at the same time that criticism of animal industr
ies by nonagricultural groups is increasing. Animal science classes in
clude students with diverse educational goals, agricultural knowledge
and experience, and values. Students without agricultural backgrounds
or who have not formed opinions on agricultural questions may lack the
integrated knowledge that motivates them to seek, organize, and retai
n the technical subject matter presented in their animal science cours
es. A survey of undergraduates in animal science and other agriculture
majors indicates that significant numbers are unable or unwilling to
offer opinions on questions related to critical social issues facing a
nimal agriculture. Opinion holding among animal science majors and non
-majors was relatively similar. However, students from urban, backgrou
nds were less likely than rural students to offer opinions, and many o
f those who offered opinions held views different from those of studen
ts from rural backgrounds. Students reporting recent exposure to the i
ssue in their academic course work were somewhat more likely to hold o
pinions. The findings are consistent with a social-psychological learn
ing model that suggests instructors should require students to express
and defend positions on agricultural issues in course activities.