In this collective case study, we described three agricultural education programs that challenge stereotypes of agricultural education in urban settings. We observed and interviewed teachers in different environments and, in many cases, while working with students. Observations were made in classrooms and laboratories at secondary schools, in livestock barns, greenhouses, and vineyards on school farms. We explored the reciprocal relationship between personal, behavioral, and environmental determinants of social cognitive theory within and among components of the total agricultural education program model. In each program, all three components of the total agricultural education program model were being implemented using a combination of activities and curriculum that would often be considered traditional content. According to teachers, agriculture was a novel, captivating topic for students. Students' lack of familiarity with production agriculture provided opportunities for students to experience something new.

Social and Emotional Learning (SEL) has often been an umbrella term for a wide range of competencies, including emotional processes, social and interpersonal skills, and cognitive regulation (Jones, Bouffard, & Weissbourd, 2013). We used the Borich (1980) needs assessment model to assess the professional development needs of Texas agricultural education teachers in core SEL skill areas. Data were collected with three forms of a paper questionnaire to determine teachers' self-perceived levels of competence in core SEL skill areas.