Abstract
The essential nature of public school student performance on standardized examinations is becoming increasingly apparent. As schools across the nation are examined more closely based on the science achievement of students, career and technical education programs will be expected to contribute to this effort. Through the lens of Ajzen and Madden’s (1986) Theory of Planned Behavior, this study examined 217 Florida agriculture teachers’ perceptions of science integration in the agriculture curriculum as it pertains to attitudes, perceived barriers, impact on enrollment, and support from key stakeholders. The study found teachers to have positive perceptions, relatively few perceived barriers, high perceived support, and high perceived behavioral control for the integration of science in the agriculture curriculum.
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