When it comes to the topic of chemical engineering, the general public has a set of neutral, if slightly uninformed perceptions that are largely tempered by the initial emotional responses to the field and its associated topics. These topics include the differentiation between chemical engineers and chemists, the importance and potential danger of the products they produce, as well as the association of the subject matter with less than favorable secondary education experiences. This thesis consists of first assessing the opinions of a population meant to represent the general public regarding these subjects, then exploring the potential improvements of opinion and understanding that may be yielded from presenting the subject matter by way of a concise learning tool, such as a video. The results of this effort showed that factual understanding can be at least incrementally improved for 18% of participants through this method, while the effect on opinions can range from being improved to maintaining an enduring indifference, with an average of 17% of participants seeing improvement. Further iteration of this methodology with more consistent, impartial survey methods and refined questions could potentially yield more noteworthy improvements within the subjective domain, with the resultant learning tool of that iteration being applicable as not only an instrument of educating the general public, but also as a means to recruit potential students to the ASU chemical engineering degree program.