Mathematics and science are both essential to the field of agriculture; however, while science curriculum is currently integrated in many secondary school-based agricultural education classrooms nationwide, mathematics integration remains limited. The opportunity for students to engage in real world applications of mathematical content through school-based agricultural education programs exists, but if teachers do not possess the content knowledge necessary to teach mathematics, students are then left at a disadvantage for learning the content. The purpose of this study was to determine Arizona agriculture teachers' perceived and actual mathematical content knowledge. The objectives of this study were to describe teachers' perceived mathematical content knowledge, actual mathematical content knowledge, and the relationship between perceived and actual mathematical content knowledge. The content knowledge framework was utilized in determining teachers' content knowledge for the subject area of mathematics. A quantitative analysis revealed school-based agricultural education teachers perceived their average mathematical ability as being at a moderate level, while their average actual mathematical ability was 44% on a mathematics content exam. The analysis also revealed a negative correlation between teachers' perceived ability and years spent teaching and a positive correlation between teachers' actual ability and years spent teaching. It is recommended that mathematics requirements at the teacher preparation level be reexamined. Additionally, professional development for Arizona school-based agricultural education teachers in various mathematics content is encouraged.