In the 1990s, a series of research syntheses were conducted regarding supervised agricultural experience. These syntheses included supervised agricultural experience (SAE) research from 1964 through 1993. With these past syntheses as the premise, contemporary SAE research was identified, synthesized, and coded into emerging themes. Inclusion criteria for this synthesis required articles to (a) be published in a peer-reviewed journal or national/regional American Association for Agricultural Education research conference proceedings, (b) include research specifically pertaining to SAE, (c) be available and accessible through the search procedures, and (d) be published between January 1994 and December 2014. An exhaustive search was conducted using library databases as well as digital journals and conference proceedings. Themes that emerged from this synthesis were (a) participation, (b) teacher education, (c) benefits, (d) professional development, (e) supervision, (f) scope/structure, (g) economic impact, (h) program quality, (i) learning theory, and (k) international settings. Similar to the previous syntheses, research conducted between 1994 and 2014 was primarily descriptive, conceptually broad, and often limited to relatively small populations such as single states. Additional multistate and national studies are recommended to describe the content and context of SAE instruction in teacher education and to refine quality indicators related to SAE practice.