The purpose of the study was to determine the relationship between the quality of a supervised occupational experience (SOE) program (in terms of income and scope of program) and level of academic achievement on a test measuring technical knowledge in production agriculture. A fifty-item multiple choice achievement test was administered to eleventh- and twelfth-grade students in ten sampling units consisting of classes of production agriculture in schools within a fifty-mile radius of Columbus, Ohio. A total of 206 students was tested. An additional questionnaire, designed to measure the quality of the SOE program, was also administered. Pearson product moment correlation coefficients and step-wise multiple regression analysis were used to test the five research hypotheses of the study. (Data is presented in tables 2 and 3.) Findings revealed that if extraneous effects of scholastic aptitude, opportunity, year in school, and instructor projects visits are statistically controlled, higher quality SOE programs are likely to result in greater learning achievement. It is recommended that (1) measurement of learning for vocational agriculture students be based on performance in laboratory, classroom, and SOE programs as well as on tests; (2) students be encouraged to develop programs which provide the correct experiences in the correct proportion; (3) students with limited opportunity be encouraged to use school laboratories or take advantage of farm placement; and (4) amount of attention given by instructors through project visits be increased. (FP)