The topic of professionalism in school-based agricultural education is widely discussed in California yet exceedingly subjective in nature. Agricultural education adds another layer of complexity when considering professionalism across the tripartite components of classroom, leadership development (FFA), and supervised agricultural experience. This phenomenological study aimed at exploring school-based agricultural education teachers' perceptions of professionalism across the three-circle model of agricultural education using photovoice method within the lens of Bandura's Social Cognitive Theory. Submitted photographs and written reflections were analyzed using values coding. Findings indicated the themes of dress and modeling as central to professionalism in school-based agricultural education. The results from this study indicate a need to further explore what professionalism looks like to other agricultural education stakeholders and facilitate pre- and in-service learning sessions where self-reflection is prioritized.