Dissemination of technologies to increase agricultural production using the conventional transfer of technology system has often failed to consider the natural environment, indigenous knowledge systems, and resource endowments around which resource-poor farmers normally operate. A sample of 96 agricultural extension professionals in 2 districts in India was surveyed to identify perceptions of agricultural extension professionals in India regarding indigenous knowledge systems. Extension personnel were grouped into two categories for analytical purposes. Assistant Directors of Agriculture and Agricultural Officers were grouped as "extension administrators"; village extension workers were termed "field-level extension workers." Respondents considered highly important the statement"extension worker's knowledge of local traditions should be given consideration." They rated low the statement "the technology transfer model is appropriate for locally diversified farmers' food production systems." With respect to statements regarding incorporating indigenous knowledge systems into agricultural and extension education, six statements received mean ratings of four and above. Extension personnel perceived three factors as essential for revitalizing the agricultural system: exploiting extension workers' knowledge of local traditions; training extension personnel on methodologies for recording indigenous knowledge systems; and strengthening the feedback mechanism from farmers to extension and then to researchers. A model to integrate indigenous knowledge systems into agricultural and extension education was developed based on study findings. Its four units were training, recording indigenous knowledge, feedback, and integration. (Contains 15 references.) (YLB)