As schools across the country are increasingly seeing the need for increased agricultural literacy, students of all ages are introduced to real-world concepts and experiences in agriculture, food, and natural resources (AFNR). However, many students do not directly encounter agricultural concepts until middle or high school. Early exposure to agricultural concepts within the elementary classroom increases agricultural literacy and sets the foundation for students’ interest in further agricultural career exploration. I implemented a five-day interdisciplinary agriculture unit with third grade students, incorporating horticulture and agribusiness into science and social studies units. The lessons were grounded in constructivist theory and implemented teaching strategies including the gradual release model of instruction, whole-group discussion, collaborative learning, and project-based learning. In groups, students acted as local farms, where they made informed agribusiness decisions using data, effectively utilized seed catalogs to strategically place seed orders, “planted” their chosen produce using horticultural concepts, applied agricultural vocabulary through individual reflections, and calculated their farms’ gross profits. High levels of engagement were observed through students’ attentiveness and enthusiasm. By the end of the unit, nearly all students fluently discussed and reflected upon horticulture and agriculture business terms through verbal and written means. Several students expressed intentions to establish home gardens and further explore horticultural concepts, indicating an impact and relevance of early agricultural education. Early integration of agricultural concepts in the general education elementary classroom demonstrates how agriculture can enrich core academic learning while building foundational agricultural literacy to spark interest that carries into careers in agriculture. This unit demonstrates how agriculture can be embedded meaningfully into core curriculum and can be adapted for middle or high school agriculture programs by increasing content depth and data complexity. Strengthening elementary students’ agricultural literacy supports sustained long-term interest in AFNR.