Research specific to the agriculture literacy of adult learners and, more specifically, college students, is warranted (Kovar & Ball, 2013). In the current study, I analyze the sources of knowledge that are dispersed across formal, non-formal, and informal learning settings that college students rely on to understand the various components of food systems. More specifically, I ask here, "How do college students learn about food systems?" Data were collected using a convenience sample of undergraduate students at a large research-intensive university who responded to an authentic questionnaire developed specifically for this study. Findings indicate that there is little variation between the three learning settings with respect to food system knowledge. This indicates that education with respect to food system knowledge is lacking. Implications of the study include recommendations for the development and refinement of formal and non-formal food systems curricula specific to the needs, backgrounds, and experiences of undergraduate college students.