Inclusion of new and emerging technologies within agriculture, food, and natural resources education curricula is essential to empowering learners for future success. In the field of Agriculture, Food, and Natural Resources (AFNR) Education, however, scant literature exists exploring teacher adoption of new and emerging technologies within their curriculum. In the absence of such research, AFNR Education is left to wonder if interventions are needed to increase the currency of AFNR curricula. Grounded in Diffusion of Innovations Theory, the current study sought to address this challenge in Michigan by analyzing teacher perceived needs, curricular implementation, teaching methods, and student engagement associated with 15 new and emerging AFNR technologies. Teachers perceived the highest needs related to teaching blockchain technology, unmanned aerial vehicles, and precision agriculture sensors. The most commonly taught technologies were genetic modification, value-added processes, and precision agriculture sensors. Across the 15 technologies, lecture was identified as the most common teaching method. Teachers reported student engagement was higher than average when teaching 11 of the 15 new and emerging technologies. In total, findings indicate clear opportunities to increase coverage of new and emerging AFNR technologies in Michigan. Further, the Diffusion of Innovations Theory offers insights into structuring interventions to increase curricular inclusion.