Since the publication of the 1988 “Understanding Agriculture — New Directions for Education” booklet, agricultural literacy has been promoted across the US at nearly all academic levels, including elementary, middle and high school levels. Research continues to connect agricultural literacy development with hands-on learning opportunities. In the Fall of 2024, two middle school social studies teachers initiated a hydroponic garden club for middle school students. The overarching objective of the club was to foster agricultural literacy and provide learning opportunities for scientific aspects, including plant nutrient needs, STEM topics, and water issues, as well as their implications for social studies. In cooperation with [University], the teachers were provided 10 indoor hydroponic gardens as well as the necessary materials and a variety of seeds. The original plan for club participation, which had been 15-20 students, had grown to 30. The school allocated 30 minutes every Friday for club day, enabling students to maintain the hydroponic gardens while learning concepts related to the project. Students visited the gardens between the weekly meetings to help with garden maintenance. This project was supported by USDA grant funds, encouraging social studies teachers to include cutting-edge agricultural concepts while teaching the required [State] standard on agricultural history. Throughout the project, it has been noted that many teachers outside of agricultural education are interested in integrating agricultural concepts into their curricula. Noting the need and the interest, it is recommended that university-based agricultural teacher education programs consider developing an agricultural literacy course to be marketed throughout colleges of agriculture and education. This enhanced programming could be beneficial in fostering agriculturally aware communities. In addition, the educational outreach efforts associated with this program should be considered for future agricultural outreach initiatives.