This paper aims to describe the process of learning genetic knowledge. To fulfill this aim, a focus group interview of undergraduate students was performed as part of a preliminary study for preparing a learning support program for genetic studies. Based on an analysis of the results, we will show how the participants acquire genetic knowledge, as well as the implication of the process.

　　The implications are as follows:

(1) The participants understood genetic knowledge by classifying each learning points into two groupings, namely "high-tech" and "familiar matters", then associated each point with their existing knowledge or previous experiences.

(2) During the interview, the participants showed an attempt to select "true" knowledge and evaluate such knowledge in terms of moral values.

(3) Participants used the distinction "the right to know / the right not to know" when talking about issues concerning the rights of a specific membership category (such as "generation" or "person with a genetic disease").

　　This suggests that the interview itself provides an opportunity to learn about genetics; therefore, in order to create a Learning Support Program, it is important to consider the participants' practice regarding the formulation of the required learning points.