Agriculture teachers participate in various work and life roles, which can create challenges when trying to balance the pressures and responsibilities associated with each role. When one is unable to balance and prioritize between roles, both satisfaction and professional commitment may be reduced. The purpose of this study was to describe Oregon agriculture teachers' job satisfaction, professional commitment, and perceived ability to balance work and life roles. Additionally, this study sought to describe the relationship between perceived ability to balance work and life roles, job satisfaction, and professional commitment. Sex, marital status, parental status, and career stage had only small to negligible effects on job satisfaction, professional commitment, and work-life balance. Statistically significant positive correlations were found between job satisfaction, professional commitment, and work-life balance. Implications and recommendations are discussed.