The purpose of this study was to determine the effects of the type of training module on argumentation skill, student content knowledge achievement, and performance in an agricultural sales practicum completed by secondary school agriculture students. Current research has concluded that most students do not possess the academic or transferable skills to be successful in the workplace. This quasi-experimental study sought to evaluate students' development of academic and transferable skills through the use of researcher-developed agricultural sales training modules. Two sets of training modules were used, one with and one without argumentation infused into the lessons. Results indicated that both groups of students had increases in content knowledge and argumentation skill; further, there was no statistically significant difference between groups.