Creating resilient communities that successfully adapt to climate change will require a public is that is literate about climate change and the potential impacts. In recent years, a flood of information concerning climate change has become available, and yet Americans, the greatest per capita emitters of CO2, are among the least concerned about climate change (Wike, 2016). In this study, we examine the climate change knowledge and risk perception of undergraduate students at a large southeast-US university and compare these results to previously published results from undergraduates and the public using the same instrument (Aksit et al., 2017; Libarkin et al., in review). Additional items for analysis include the students' worldview, science education background, and perceptions of scientific source credibility. Using the results of the survey, we will select subjects from this sample pool based on their climate knowledge and perceptions for a planned future study. This follow-up study will include eye-tracking and other methods for examining students' engagement with climate change graphs that have been modified based on frameworks offered by cognitive science research (Harold et al., 2016).