What if instead of asking questions researchers’ provided opportunities to the public to share their questions about science and agriculture? The purpose of this qualitative content analysis study was to compare agricultural communication students’ questions surrounding biotechnology and agricultural policy. Questions asked by 23 undergraduate students to two guest lecturers about biotechnology and policy were analyzed. The results revealed one major theme namely, Variations in framing and question complexity. Participants were intentional when they framed the questions for the biotech and policy scientist. For example, P3 asked the policy scientist the following, “Is there any way that we can make sure new farming technologies are used in fair and ethical ways that help everyone?” This question was echoed by P2 who asked “In cases where new policies or biotechnologies are controversial, how should communicators address public concerns while remaining accurate and transparent? While the biotech scientist was asked questions such as “How is biotechnology used to improve crop yields and livestock genetics?” P2. To echo the questions surrounding the value of biotechnology P2 asked “How do you find the right balance between improving livestock through genetics or breeding and meeting consumer concerns about sustainability and animal welfare? These questions point out to differences in connections that the participants had with the policy maker and biotech scientist. The students seemed to share some level of responsibility with the policy scientist but required the biotech scientist to provide more details regarding the importance of biotech. The results indicated that students, just like the public have questions about the justification and impact of biotechnologies. As such requiring deliberate efforts towards ensuring that they understand the impact, value and science behind biotechnology for them to be effective biotechnology communicator.