With the debut of SAE for All, it is imperative student growth catalyzed by supervised agricultural experiences (SAEs) be measured to understand the general efficacy of SAEs as well as the specific impact of the SAE for All initiative. In the three-component model, Classroom/Laboratory Instruction, FFA, and SAE are represented as being equal, but it is unclear if teachers view student growth emanating equally from these three experiences. Quantitative elements of a statewide survey were utilized to measure teacher perceptions of student growth attributed to each of the three components of school-based agricultural education (SBAE), along with programmatic factors that may influence student growth attributed to SAE. Additionally, qualitative survey elements were analyzed detailing how teachers define a successful SAE and barriers to SAEs. The classroom component was found to have the greatest impact on student growth, whereas SAE was found to be the least impactful. Teachers who grade SAEs and those who have students log hours from their phones found the most growth attributed to SAEs. Teachers identified successful SAEs are student driven and the most common barrier to SAE implementation was time. Recommendations are explored which inform continued growth and impact through SAEs via practice and continued scholarship.