Agricultural extension plays a crucial role in transferring agricultural technologies, with extension agents as key facilitators. In the U.S., these extension agents receive training through agricultural extension education programs offered by various universities and a bachelor's degree is used as a required minimum qualification. On the other hand, in developing countries, an associate degree offered by community colleges is enough for one to serve as an agricultural extension agent. In all these programs, regardless of the requirements for minimum qualification, there is an increased focus on training the aspiring extension agents as technology transfer facilitators or agents. The focus of extension programs and methods significantly shapes students' perceptions of the role of agricultural extension. This study sought to examine students' perceptions of the role of agricultural extension in delivering extension services. A qualitative content analysis approach was utilized to analyze the perceptions of 22 students from Iowa State University. The results show a shift from the traditional, linear top-down approach to a more engaging, participatory model emphasizing human development. The participants noted the need to incorporate farmer knowledge and experiences in agricultural technology design and development, fostering collaborative innovation and focusing on the specific needs of individual farmers. Importantly, this manuscript is not intended as a critical review of the U.S. Cooperative Extension system but rather as a reflection of the participants' global perspectives on extension. While we acknowledge that these perspectives may not be universally applicable across all countries, the insights provided valuable information on students' perceptions of extension.