Proceedings of the 27 th Annual National Agricultural Education Research Conference 530 An Assessment Of Agricultural Education Graduates’ Preparation For Careers In Teaching And Industry D. Dwayne Cartmell II Bryan L. Garton University of Missouri Abstract This study investigated an agricultural education program’s ability to prepare students for careers in teaching and industry positions within the agriculture, food, and fiber industry. The study sought to assess the employability skills needed by agricultural education graduates and evaluate the contribution of the agricultural education curriculum in developing these skills. This was a census study of agricultural education graduates at the University of Missouri from May 1989 through May 1998. Agricultural education graduates indicated the employability skills needed by teachers of agriculture did not differ from those skills needed by individuals with careers in the agriculture, food, and fiber industry. Ten out of fifteen employability skills were rated as having a major impact on the graduates’ ability to successfully perform the responsibilities of their positions. Also, graduates indicated the agricultural education curriculum successfully prepared them for the employability skills needed for careers in teaching and industry. Graduates were satisfied with the overall quality of the agricultural education program and were especially satisfied with the professional competence of the agricultural education faculty. Graduates with careers in industry indicated they were receiving very little support upon graduation from the University. The future value of a degree from an institution of higher learning is of great importance as students look for a place to garner advanced learning. Therefore, the faculty at the University of Missouri must find a way to increase support for graduates with industry careers upon graduation. This support can increase the value of a degree and enhance continued graduate satisfaction in the program. Graduates with careers in teaching and industry were dissatisfied with the quality of computer support at the institution. Technology is an important part of current and future situations in education. It is imperative that the institution, college, and department at the University of Missouri continue to upgrade and implement new computer technologies for student use. Introduction/Theoretical Framework Agricultural education programs in colleges and universities have expanded their focus beyond the preparation of teachers to encompass more diverse educational opportunities designed to meet the needs of a broader base of students. Programs have been developed and redesigned around a broad curricula in hopes of carrying the profession into the 21 st century. Scanlon, Bruening, and Cordero (1996) stated if agricultural education programs are to survive, they must be dynamic and able to adjust to new situations and environments that help to improve the on-the-job effectiveness of future graduates. For more than a decade this effort to define the mission and purpose of agricultural education programs at the college/university level has challenged the profession. In 1990, Fuller, the distinguished lecturer at the professions’ annual meeting, noted agricultural education