Five hundred eighty-nine teachers and twenty joint staff members for agribusiness and natural resources education in Florida were surveyed to determine and compare their perceptions of the professional education competencies needed by teachers of agribusiness and natural resources education. The findings, based on 370 responses, were as follows: (1) of 179 competencies, the teachers recognized fourteen as low to moderate in importance, 119 as moderate to high in importance, and forty-six as high to very high in importance; (2) the joint staff members rated two of the competencies as low to moderate in importance, fifty as moderate to high in importance, and 127 as high to very high in importance; (3) based on the combined input of teachers and joint staff members, the most important to the least important competency categories were instructional planning; instructional management; instructional evaluation; Future Farmers of America (FFA); guidance; professional role and development; coordination and supervised occupational experience program; program planning, development, and evaluation; instructional execution; school-community relations; and adult education; (4) joint staff members rated all competency categories higher than did teachers; and (5) some differences in the perceptions of teachers were related to school type, numbers of students, teachers' ages, teaching experience, and teachers' enrollment in agribusiness and natural resources education. (This report includes twenty-nine tables. The survey form and letters are appended.) (EM)