Research studies in agriculture education conducted between 1969 and 1978 are analyzed to provide an overview of representative studies in the following areas: teacher education, instruction, curriculum, student services, recruitment and retention of teachers, disadvantaged students, program planning, evaluation studies, administration and supervision, adult education, postsecondary agricultural education, and career education in agriculture. (All studies selected relate to secondary and postsecondary vocational agriculture programs in the United States.) After research in each area is reviewed, summary comments are presented to indicate trends, patterns, and important findings in that area. Finally, overall conclusions and recommendations are presented based on the total review of the research. Some of these conclusions are as follows: (1) even though the profession has an abundance of task analysis information and nationally prepared curriculum guides available for all specialty areas, little attempt has been made to evaluate task lists or curriculum guides using actual field observations; (2) even though there appears to be sufficient work completed in identifying the professional competencies needed by vocational agriculture teachers, the profession could benefit from coordinated inquiry into which competencies improve student learning; and (3) even though there is substantial documentation of the shortage of vocational agriculture teachers, to date there is no evidence of a recruitment program successful enough to attract the attention of the profession. (BM)