Despite many years of efforts to communicate new scientific knowledge to the public, surveys continue to suggest that many people remain uninformed about current scientific research (Miller, 2001; Miller, 2004) and fail to recognize how it can be relevant to their lives. There is continued need for investigation on improving methods for engaging people with scientific knowledge. Our goal is to contribute to efforts to disseminate emerging science knowledge by focusing on a particularly relevant science topic, viruses, and a critical age group, teenagers. Prior research suggests that many teenagers have low science achievement and/or low interest in science (Gonzalez, et al., 2008), and thus can be characterized as having low science identity. How can educators engage all teenagers, even those with low science identity? Guided by identity theory and a model of interest development, we assess one possible, unconventional approach -- using comic books to convey science information. This study focuses on viruses as scientific content. First we review why knowledge of viruses is important content to disseminate, and provide evidence that the general public's knowledge of viruses is limited. After discussing the relationship between interest and achievement in science, we describe the rationale for using comics as an educational format. We next summarize key concepts in identity theory and a model of interest development that justify comparing comic and essay formats for disseminating scientific information. We describe the study, results, and implications of our findings for efforts to engage a broad spectrum of youth with science.