Nanotechnology is guided by the assumption that with the ability to shape or re-shape at the molecular level, we could manipulate the physical world. Some speculate that this ability will be the beginning of the next technological revolution. Hence, an aim of secondary science education should be the development of scientifically literate citizens and scientists capable of contributing to and using nanotechnologies in informed and responsible ways. The inclusion of Science as a Human Endeavour in the Australian Curriculum and specific reference to emerging technologies such as nanotechnology, has increased the need for contemporary learning resources informed by research. Social constructivist theory indicates that students' prior knowledge is fundamental to their engagement and knowledge construction. As such, a study was conducted to determine a sample of 125 lower secondary students' attitudes to and knowledge of nanotechnology. Responses to open questions and a fourteen item Likert scale, suggested students had neutral to positive attitudes to nanotechnology and were mostly unable to demonstrate understanding, provide examples of its use in everyday life or describe the sort of jobs or tasks carried out by a nanotechnologist. These findings have implications for science curriculum resource development.