This dissertation contained three articles that explored teacher preparation in Agricultural Education. The first article was a descriptive-correlational study; it described the relationship between pre-service teachers' performance on PRAXIS II (initial teacher licensing examination) and their performance on college academic measures. The study utilized existing records from the Department Agricultural Education and studies at Iowa State University. Professional education GPA explained significant variability in principles of learning and teaching (PLT) scores. Males scored higher than females on the Agriculture content (AgC) test. Agriculture GPA did not explain significant variability in AgC scores. Additional research should be conducted to determine whether similar results would be obtained with other licensure areas. Further research should explore the relationship between gender and performance on the AgC test of the PRAXIS II examination;The second article described agricultural education cooperating teachers' supervision behaviors as they supervised Agricultural Education student teachers. The study determined the extent to which cooperating agricultural education teachers used selected supervision models. The relationships between maturity characteristics of the cooperating teachers and their choices of a supervision model were also examined. Results showed that cooperating teachers commonly used clinical, contextual, and conceptual supervision models. They also commonly used nondirective and directive informational styles from the developmental supervision model. Maturity of the cooperating teachers was not related to their choices of structured or unstructured models of supervision;The third article was a survey study; it described Agricultural Education student teachers' perceptions and preferences of the type of supervision they experienced from their student teaching supervisors. The results revealed that student teachers perceived both their cooperating teachers and university supervisors to engage in contextual and clinical supervision practices. Most cooperating teachers were also perceived to use the non-directive style of developmental supervision while most university supervisors were perceived to use collaborative style. Most student teachers felt that supervision practices from all supervision models were important to them. Of the developmental supervision styles, most student teachers preferred the collaborative supervision style. Future studies should examine how supervisor beliefs, supervisory situation, and student teachers' personal and professional characteristics influence the supervisors' supervisory behaviors.