While studies have been conducted to learn about urban students’ attitudes and motivations (Anderson, 2013) and the establishment of urban agricultural education programs (Brown & Kelsey, 2013), little attention has been devoted to understanding how prepared agricultural education teachers are in implementing curriculum, Supervised Agricultural Experiences (SAEs), and career information about the global, national, and regional issues facing agriculture (e.g. climate change, urban agriculture, bioengineering, water quality, food security, bioenergy). Agricultural education teachers have indicated a need for professional development in these areas of new and emerging careers and technology (Perkins, Sorensen, Hall, Dallin, & Francis, 2017). This study fits Priority Three of the National American Association for Agriculture Education (AAAE) Research Agenda, specifically addressing the need for preparing people to work in a global agriculture and natural resources workforce (Roberts, Harder, & Brashears, 2016). The purpose of this study was to describe agriculture education teachers’ perceptions of urban and nontraditional agriculture curriculum and SAEs.