The professional identity secondary agriculture teachers display can affect their receptiveness and interest in different professional development events, yet is often overlooked when designing professional development because it is not included in the consensus of proven methods of professional development design and delivery (Desimone, 2009). Currently, there is a gap in determining the effects of addressing the professional identity of agriculture teachers in professional development. We posit that, due to its production-based history melding with recent reform efforts, many agriculture teachers have entered an era of professional development that centers around ideals that are inconsistent with those of their professional identity. This paper serves to identify areas of research still necessary in order to enhance the effectiveness of agriculture teacher professional development.