Researchers agree that an interdisciplinary approach should be taken to address bioethical issues at school. Little is known about the knowledge students need to be able to understand and take part in discussions about these issues. We investigate the relationship between 79 students' prior knowledge in various domains and their ability to recall and produce arguments about a bioethical issue. Our results partially confirm theoretical assumptions presented in, and findings from, related studies. Knowledge in various domains facilitates understanding of bioethical issues and facilitates recall and development of related arguments. Addressing bioethical issues at school has numerous benefits for students, for example, it allows them to develop and employ knowledge in various domains and to see how it interconnects.