The necessary skill-sets and knowledges are changing for those entering these food, fiber, and energy industries to include an understanding of sustainable agriculture (SA). Little research exists on Michigan school based agricultural educators': 1) beliefs, attitudes, and knowledge of SA; 2) instruction of SA; or 3) instructional needs on sustainable agricultural practices (SAP).The purpose of this exploratory study was to: 1) determine the demographic composition of Michigan SBAE educators; 2) establish a baseline of their attitudes, beliefs, definitions of SA, and knowledge of SA; and 3) identify and prioritize their in-service needs on SAP instruction using a Borich Needs Assessment Model.This was a descriptive/correlational research study. SBAE educators overall held a slightly eco-centric worldview, believed moderately in an alternative agricultural paradigm, and demonstrated a strong understanding of SA as defined by the USDA. Their definitions lacked a greater understanding of a complete SA system; they generally conceived of SA as having mostly ecological value. SBAE educators thought the 12 agricultural competencies were important, but considered themselves as lacking full understanding of a majority of them. SBAE educators prioritized the following competencies: 1) Integrated Pest Management, 2) Management Intensive Grazing, and 3) Water Quality. The findings of this exploratory study will inform future research. With further empirical support, the findings can be used to shape secondary agriscience curricula and in-service programming regarding SA and SAP instruction.
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