A proposal for a preservice agricultural education teacher preparation program involves the examination of seven aspects: (1) role statement; (2) curriculum; (3) instruction; (4) facilities and resources; (5) student selection; (6) faculty; and (7) evaluation. Agricultural teachers have many roles: facilitator of learning; program developer; administrator; decision maker/problem solver; understander of the learner; professional and scholar; role model; and disciplinarian. The curriculum should link general education, specialty studies, professional studies, and clinical and field-based experiences to support teacher preparation. Teacher educators may use a number of instructional alternatives in teaching abilities, concepts, skills, and attitudes. Proper resources and facilities are required to teach with a variety of instructional alternatives. Information about instructional and support facilities, instructional equipment, and off-campus facilities will serve as a framework for organizing recommendations for an agricultural education program. The most commonly used criteria for admission into teacher preparation programs are grade point averages, interviews, formal applications, physical examinations, speech tests, written language tests, and standardized tests. Faculty selection is the key to a successful preservice program. Program evaluation provides a solid foundation for decision making, planning, and implementation. (This document includes 9 tables, 5 figures, and 47 references.) (NLA)