Students in high school tend to find genetics difficult to learn because it requires some crosslinked knowledge about subjects like genes, proteins, cells, tissues as well as organs and systems. It also becomes more difficult to connect and explain concepts such as the gene expression at the level of the cell to conceptualize the effect of the gene at the level of the organism. On the other hand, despite the fact that molecular genetics has progressed rapidly, its reflection in textbooks or even the qualifications of teachers in relation to the latest findings in genetics, have not responded to this pace. Here we present a survey study of Albanian high school students (grades 10-12, ages 15-19) on their attitude study genetics and their beliefs towards genetic determinisms. A number of 274 students participated in the survey, from 8 different public and private schools in the country. The response rate was higher than 90% for each group, 58.4% of the respondents were females, 32.6 0% were males and 4.1% did not answer. The mean age of the respondents was 16.8 (± 1.8) years. Students found genetics interesting, and relevant but also a difficult topic in biology (respectively: 36.5%; 33.2%: 39.2%). Their responses showed positive attitudes towards gene technology and acceptance of the use of gene editing (51.4%). Students' perception of the utility of genetics did not differ among them; female and male students had significantly different responses along attitude factors, however liking genetics was the only factor without gender difference. Our study suggests that in general students liked to study genetics and they had mostly favorable attitude towards gene technology. They are not completely convinced of genetic determinism; this is also made possible by updated books. A complete study combining the textbooks, the knowledge of the teachers, and their approaches are needed. [For the full proceedings, see ED654100.]