Educators seeking to address global warming in their classrooms face numerous challenges, including the question of whether student opinions about anthropogenic global warming (AGW) can change in response to increased knowledge about the climate system. This article analyzes survey responses from 458 students at a primarily undergraduate institution in the U.S.'s intermountain West, finding increased levels of concern with increased levels of climate literacy, including among students whose political affiliation might indicate skepticism about AGW. However, overall levels of climate literacy were found to be quite low for many students, allowing other factors, notably political affiliation, to become dominant predictors of AGW concern.