The proliferation of digital media has transformed how younger generations consume news, with social media increasingly becoming the primary source of information. This study investigates the potential of high school journalism programs to enhance media literacy among students. Recent research suggests that Generation Z faces significant challenges distinguishing between factual reporting and opinion pieces, with misinformation spreading more rapidly than real information in digital networks. The methodology involves analysing existing data, locating high schools in the United States with or without journalism programs to identify Gen Z’s media literacy capabilities and news consumption. Key research questions include understanding how participation in high school journalism programs impacts students' ability to distinguish between factual reporting and opinion pieces, through existing rates of media literacy by school. The study will collect data from multiple high schools, analyzing correlations between journalism program participation, media literacy scores and socioeconomic factors. Visual representations, including an interactive regional map, will illustrate variations in media literacy levels across different school districts. This research contributes to the growing body of knowledge on media literacy interventions, offering insights into potential strategies for empowering Generation Z to navigate the complex contemporary media landscape more effectively.