JUNIOR AND SENIOR HIGH SCHOOL VOCATIONAL AGRICULTURE STUDENTS IN 32 RANDOMLY SELECTED SCHOOLS WERE ASSIGNED TO EXPERIMENTAL AND CONTROL CATEGORIES TO TEST WHETHER THE BUDGETARY ANALYSIS APPROACH OF TEACHING FARM MANAGEMENT WAS MORE EFFECTIVE THAN THE TRADITIONAL APPROACH. THE CONTROL GROUP WAS TAUGHT BY THE "WITHIN-ENTERPRISE" TECHNIQUE IN WHICH THE STUDENT STUDIED FARM MANAGEMENT SOLELY AS IT APPLIED TO EACH SPECIFIC ENTERPRISE, WHILE THE EXPERIMENTAL GROUP WAS TAUGHT BY THE BUDGETARY ANALYSIS APPROACH. MEAN GAIN SCORES FOR STUDENTS IN THE EXPERIMENTAL GROUP WERE SIGNIFICANTLY GREATER, SUBSTANTIATING THE EFFECTIVENESS OF THE BUDGETARY ANALYSIS APPROACH. THE THEORY OF INCREASED MOTIVATION THROUGH CONTEST PARTICIPATION OR THE AMOUNT OF MONEY INVESTED IN SUPERVISED FARMING PROGRAMS WERE NOT SUBSTANTIATED. NEITHER WAS SIGNIFICANTLY RELATED TO ACHIEVEMENT IN FARM MANAGEMENT TRAINING. RESULTS INDICATED THAT STUDENTS TAUGHT BY THE BUDGETARY ANALYSIS APPROACH WHO PARTICIPATE IN THE FARM MANAGEMENT CONTEST WILL LIKELY HAVE MORE INVESTED IN THEIR TOTAL SUPERVISED FARM TRAINING PROGRAM. THIS ED.D. THESIS, SUBMITTED TO OKLAHOMA STATE UNIVERSITY, IS AVAILABLE AS 66-4062 FOR $3.00 ON MICROFILM AND FOR $5.00 AS XEROXED COPY FROM UNIVERSITY MICROFILMS, INC., 300 NORTH ZEEB ROAD, ANN ARBOR, MICHIGAN 48106. (JM)