Research in the field of agriculture education suggests that students who participate in agriculture education lessons are likely to benefit in knowledge and comprehension of the topic. It was not known how 4th grade students from a Utah public school district envisioned agricultural concepts after being exposed to a four-lesson classroom unit. The purpose of this qualitative descriptive study was to explore how 4th grade students from a Utah public school district envisioned agricultural concepts after being exposed to a four-lesson classroom unit on the subject, as prescribed by the state's 'Agriculture in the Classroom' program. Utilizing the theoretical foundations of Mezirow's transformational learning theory, Dewey's reflective thinking theory, and Kolb's experiential learning theory, two research questions were formed to investigate this phenomenon. Data were obtained through de-identified classroom materials and a cooperating teacher interview. Purposeful sampling was used to select the classroom and teacher. Braun and Clark's six-step process was used to analyze data. Five themes emerged as findings: agriculture importance, animal knowledge, understanding sustainable agriculture, agriculture appreciation, and knowledge of food and nutrition. This study found that lessons on agriculture may shape the concepts and may transform the beliefs of some 4th grade elementary school students. More research is recommended. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]