As the impacts of water quality on human health become better understood, universities have an opportunity to equip students to become more informed and responsible citizens. We define water literacy as possessing the scientific knowledge to understand the links between water availability and usage, and being equipped to constructively discuss water‐related issues that affect society. Water literacy has been positively correlated with education level and water‐related experiences in adults, but less is known about water literacy in college students. We surveyed 224 students about water literacy at Malone University, a primarily undergraduate institution in Ohio with regard to gender, student year, residency status, and hometown. Of survey respondents, 62% first considered whether water was safe before drinking it, 44% primarily drank bottled water on campus, and more females (45%) than males (22%) took additional measures to filter campus tap water. Most (54%) reported seeking water‐related information online and only 27% were able to identify key threats to water quality in Ohio. Of the 38% of respondents who were able to identify the source of their hometown drinking water, most were from rural areas and drank well water. Our results indicate a low degree of water literacy among students, which has been reported elsewhere in Ohio and nationally. Our survey approach could be useful for universities seeking to identify knowledge gaps before implementing new curricula.