Cybersecurity expertise continues to be relevant as a means to confront threats and maintain vital infrastructure in our increasingly digitized world. Public and private initiatives have prioritized building a robust and qualified cybersecurity workforce, requiring student buy-in. However, cybersecurity education typically remains siloed even within computer and information technology (CIT) curriculum. This paper’s goal is to support endeavors and strategies of outreach to encourage interest in cybersecurity. To this end, we conducted a survey of 126 CIT students at a large public institution in the USA, to investigate student perceptions of cybersecurity and its major crosscutting concepts (CCs). Additionally, the survey investigates the prevalence of preconceptions of cybersecurity that may encourage or dissuade participation of people from groups underrepresented in computing. Prior learning in cybersecurity significantly correlated (p<.05) with knowledge of CCs with high effect sizes, excluding “systems thinking.” However, regardless of prior learning, we found that students perceive cybersecurity as a relatively important topic in CIT. We also found student perspectives on conceptual foundations of cybersecurity were significantly different (p<.05) than when simply asked about “cybersecurity,” indicating many students don’t have an accurate internal construct of the field. Finally, several previously studied preconceptions of cybersecurity were reported by participants, with one misconception—that cybersecurity “requires advanced math skills”—significantly more prevalent in women than men (p< .05). Based on our findings, we recommend promoting cybersecurity among post-secondary students by incorporating elements of cybersecurity into non-cybersecurity CIT courses, informed by pedagogical strategies previously used for other topics in responsible computing.