Teacher shortages in agricultural education are one reason for an increase in alternatively certified teachers, with 22.8% of new hires in school-based agricultural education (SBAE) being alternative licensure route completers in 2018. While prior research in SBAE has provided insight into the needs of alternatively certified teachers, we do not know how alternatively certified agriculture teachers are acquiring the practices of the profession. The purpose of this study was to explore how alternatively certified agriculture teachers acquire the practices of agriculture teachers using Wenger's social learning theory, Communities of Practice. Data analysis resulted in four themes regarding how the participants acquired practices and the context of acquisition: (1) here are the keys, go teach; (2) connectors to the community, (3) in it for the kids, and (4) agricultural education is different from anything else. These findings highlight the social aspects of acquiring the unique practices of agriculture teachers through experience and mentors, as well as the dedication of participants to supporting students. Consequently, we recommend state leaders in SBAE to acknowledge the importance of social learning as they develop programming and supports for alternatively certified agriculture teachers.