This study identified professional training needs of extension agents in Western Nigeria as the basis for a curriculum at the college level. Using the critical incidents method in personal interviews, 175 critical behaviors were collected from 115 agents in five levels of position in the Ministry of Agriculture. The 565 behaviors extracted from critical incidents represented 95 behavioral elements which were classified into five major categories of: creating appropriate teaching learning situations for clientele; planning, organizing and implementing extension programs and projects; demonstrating interpersonal relationships with staff members within extension and outside agencies; working with groups of clientele; and conducting and organizing training programs for co-workers and clientele. It was found that extension agents require training in specific aspects of the extension educational process, behavioral sciences, and agricultural technology. Data also suggested that extension programs are formulated without active participation of program clientele, or agents who implement them. Recommendations for use of research findings in job analysis and description, construction of evaluating instruments for agent performance, and planning of inservice programs are suggested. (author/pt)