A study attempted to determine the attitudes of state and national officers of vocational agriculture teachers associations toward state supervision and teacher education in agriculture in the United States. A field-tested questionnaire was mailed to 159 officers of all state associations and the National Vocational Agriculture Teachers Association who were teaching at the time of the study, with a 95 percent response. The data were analyzed using descriptive statistics, one-way analyses of variance, and T-tests. The study found that the state staff was rated most highly on the quality of the working relationship between state staff and teachers, whereas they received the lowest mean rating on their efforts in helping teachers improve the quality of their teaching. The university faculty were rated highest on usefulness of workshops offered and lowest on opportunity for agriculture teachers to have input in faculty agriculture education policies. State supervisors were rated significantly higher than teacher educators on four areas: how well they represent vocational agriculture to those outside the profession, quality of working relationship, quality of communications, and opportunity for teacher input. Teacher educators were rated more positively by those who had received the most visits from them. Recommendations for improving agriculture education and inservice teacher programs were made based on the results of the study. (KC)