Descriptive correlational research employing a mailed questionnaire was used to study perceptions of agricultural education professionals regarding Swaziland's preservice teacher education program in agriculture. Areas examined were student selection, student teaching, inservice education, teacher educators, coordination and linkage with other agencies, content, and competencies needed by agriculture teachers. A total of 116 useable questionnaires was returned from the target population consisting of all 128 professionals in agricultural education in Swaziland. The majority of respondents were teachers in secondary schools, males, relatively young, working in rural areas, held the associate degree, had low levels of experience in their work, received their training in Swaziland, and had not studied agriculture while in high school. Respondents perceived the agriculture teacher education program to be credible in terms of admission standards, qualification of faculty, and quality of technical and professional courses taught, but saw weaknesses in student teaching, conduct of inservice courses for agriculture teachers, coordination and linkage with other agencies, general courses taught, and skill training. Level of education slightly influenced the way professionals in agricultural education viewed the agriculture teacher education program; whereas, gender, work experience, age, type of profession, place of training, and place of work had no major influence. (JHZ)