Significant gaps have developed in the education of high school students about food technologies and safe food handling practices. The objective of this research was to develop effective pedological methods for educating this population about food irradiation and safe food handling practices. By implementing the most effective delivery method, successful results would be realized. The students would continue to use this information into the future, thus making favorable impact in reducing the incidences of foodborne illnesses. Utilizing jigsaw reading as a cooperative learning activity, 72 Iowa high school students participated in irradiation workshops. Pre and post workshop survey questions were administered and a coding scheme was used to track answers. Dramatic improvement in attitudes concerning the purpose of irradiating food, the process, and irradiation's impact on the health of people was observed (P-values [less than or equal to] 0.05). The percentages of students who could specifically implicate pathogenic bacteria as the cause of foodborne illnesses also improved (P-value [less than or equal to]<0.056). No significant P-values were attained when students were asked about packages with or without a Radura symbol; the prevention of foodborne illnesses; good versus bad bacteria; and re-contamination. The jigsaw reading activity was determined to be an effective pedological method and does not require a food safety expert to teach high school students about food irradiation and safe food handling. This approach will allow a larger audience to learn about food irradiation and safe food handling practices.