Agricultural mechanics coursework has historically been considered an important and necessary construct of the secondary agricultural education curriculum (Burris, Robinson, & Terry, 2005). With expectations of offering secondary agricultural mechanics coursework apparent, it is vital that agricultural education teachers be prepared to address these curriculum needs. Recent evidence (Burris, McLaughlin, McCulloch, Brashears, & Fraze, 2010) indicated that many agricultural education teachers (particularly early-career teachers) felt less comfortable teaching agricultural mechanics than other agricultural content areas. Hubert and Leising (2000) indicated, on average, potential agriculture education teachers are only required to enroll in two (2) three-credit hour courses to meet certification requirements. The purpose of this study was to describe potential relationships between the quantity of agricultural mechanics training and skills received at the secondary and at the post-secondary levels. Correlations were calculated to determine the magnitude of these relationships. Statistically significant, positive correlations were found in each of the skill areas. The researchers recommend that agricultural mechanics coursework be increased and enhanced at teacher preparation institutions. Also, the modernization of secondary and post-secondary agricultural mechanics facilities and curricula to reflect increases in available technologies should be considered as a method to enhance students' interests in the content area.