Today's leadership educator is housed in a variety of departments across colleges and universities. As a result, leadership coursework is taught contextually based in multiple disciplines including, but not limited to, business, education, military studies, student affairs, and agriculture (Pennington, 2005). Within colleges of agriculture, leadership offerings include not only coursework, but also minors, majors, and certificate programs (Brown & Fritz, 1994, Fritz & Brown, 1998, Fritz, Townsend, Hoover, Weeks, Carter, & Nietfeldt, 2003, Pennington, 2005, Pennington & Weeks, 2006). A few academic leadership programs in agriculture have enrollments large enough to employ leadership educators devoted solely to the purpose of teaching and studying leadership. However, it is common for leadership educators teaching in the context of agriculture to be academically prepared as agricultural (teacher or extension) educators and then later assigned to teach agricultural leadership. Typically, leadership educators in agricultural departments are agricultural educators, first, and leadership educators, second (Fritz & Brown, 1998, Pennington Weeks, Weeks, Barbuto, & Langone, 2009). For the purposes of this paper, leadership educators teaching within the context of agriculture will be referred to as agricultural leadership educators. Generally, agricultural leadership educators are professionally aligned with both the American Association for Agricultural Education (AAAE) and the Association of Leadership Educators (ALE). In light of this dual alignment, exploring the National Research Agenda of Agricultural Education and Communication (Doerfert, 2011), as it relates to the newly announced National Leadership Education Research Agenda (Andenoro, Allen, Haber-Curran, Jenkins, Sowcik, Dugan, & Osteen, 2013) is of utmost importance. In addition to examining the relationship between the two research agendas, one a publication of AAAE and the other a publication of ALE, this paper will define agricultural leadership and provide the reader background information as it relates to the history and development of agricultural leadership as an academic area of study. Finally, recommendations related to scholarship will be offered for the agricultural leadership educator as he/she attempts to balance the paths of two different disciplines: agricultural education and leadership.