Purpose: This project explains how students in a graduate-level health literacy and advocacy course can benefit from the design and development of a digital literacy data visualization. Additionally, this study seeks to look into the perceived worth of developing a lesson on digital literacy, health literacy, and data visualization to assist students in fulfilling the duties of Certified Health Education Specialists (CHES®). Methods: The pilot assignment and survey measured competencies based on CHES® Areas of Responsibility: Area IV: Evaluation and Research. Area VI: Communication. Graduate-level students enrolled in the courses (n = 23) were evaluated in the winter semester and spring quarter of 2023. Students responded to questions rating their proficiency and learning experience while participating in a digital literacy and health literacy assignment. Results: Fourteen students (61%) across the two levels started the survey. Ten students (44%) fully completed the survey. A majority of the students reported that at the conclusion of the digital literacy and data visualization assignment, they had a fundamental awareness (basic knowledge) of 10 of the 12 questions. Conclusions: Insight into the degree of proficiency in using data visualization was supplied by the benefit of developing a digital literacy, health literacy, and data visualization course to assist students in meeting the CHES® areas of responsibilities. Recommendations: Since the vast majority of people now receive information through digital media, public health educators must have the communication and technological skills necessary to disseminate fact-based knowledge that may help lessen health literacy access disparities.