Over the last three years, agricultural educators have demonstrated a strong preference for the coaching role, as defined by the Kolb Educator Role Profile (KERP). The purpose of this collective case study was to better understand why this dominant coach preference exists in Oklahoma preservice agricultural educators. Kolb Educator Role Profile (KERP) results, and semi-structured interviews to understand the choice rationale of preservice agricultural educators, were coded to determine the assessment's qualitative validity. Two theoretical themes to address key issues emerged: (a) KERP theoretical perspectives and (b) espoused theories. An adapted KERP framework reflects the case's diverging conceptualizations. Four theoretical categories describe the educator roles in agricultural education: (a) the friend, (b) the know-it-all, (c) the sounding board, and (d) the career development event (CDE) coach. Two theoretical categories capture conceptualization of learning modes: (a) student-first versus book-knowledge focus and (b) dialogue versus hands-on focus. Espoused theories of the preservice agricultural educators reveal KERP item statements were chosen that (a) reflect how I was taught, (b) connect to what I am good at, (c) involve action and real-world, (d) let agricultural education be different, (e) focus on personal growth of students, (f) are what I think students like, and (g) I understand. Recommendations for both improved validity and practice are provided.