In recent years, many states have implemented block scheduling in secondary schools. The purpose of this study was to examine the attitudes of agricultural educators in career and technical education at the beginning of the implementation of block scheduling and changes in their attitudes nine years later. Over the past nine years, teachers' concerns related to block scheduling have changed which is to be expected according to the Concerns-Based Adoption Model (CBAM). Teacher's attitudes regarding classroom instruction indicate student interest and discipline are challenges that have become more apparent to teachers who have been on block scheduling for some time. Agricultural educators do appear to have accepted and adapted FFA and SAE functions to block scheduling even though they do not feel these components have improved in general. Teachers have also adapted to the longer class periods by providing a variety of well planned activities to succeed on a block schedule.