The media play an incredible role in disseminating scientific information, often using their role to persuade the public to behave in ways that support or refute science-based practices. This could limit the impact of science-based discoveries because accurate information does not reach intended audiences. Thus, students need to understand the mass media conversation about agricultural issues in their discipline. To help students understand national mass media conversations about critical agricultural issues, we use a critical issue discussion activity in a senior-level agricultural communications seminar course. Each Friday, a three-member student group leads a 50-minute class period about a current issue that has a direct connection to agriculture and a significant impact on society. The group provides a 20-minute, evidence-based lecture about the issue; a 10-minute activity to further students’ awareness of the issue; a 10-minute discussion through a critical question and answer session; and a 5-minute reflection. To start, students must include a description of the issue and why it is impacting society. They should focus on how the issue is reported in the mass media, what sources presented the issue, which journalists (including credentials) first presented the issue, what platforms/channels journalists used, and what strategies journalists used to engage consumers. Additionally, students provide specific media examples—noting who the journalists used as experts and why they were considered experts (credentials, experiences, etc.). Students enjoy the activity because they learn about a wide variety of agricultural issues and become more aware of how the media presents issues. The activity could be replicated across agricultural programs by focusing on specific discipline issues to help students understand the media conversation around issues and challenges facing their discipline. Also, if the course schedule does not allow for a 50-minute activity, it can be modified to fit almost any time allotment.