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Students enrolled in today’s agriculture classes walk into the classroom with increasingly diverse agricultural backgrounds. Some students are raised in hog barns, sitting on combines, or walking chicken barns, and rival their teachers’ knowledge about production agriculture. However, more and more students are removed from farm life, and enter the classroom with experiences only on the fork-end of agriculture. This variety in student background and experiences causes knowledge gaps that agricultural educators must address in the planning of lessons. Teaching through experiential learning activities can provide the personal, handson agricultural experiences that address the needs of students regardless of their base agriculture knowledge; novice agriculture students can gain concrete experiences to which they can apply classroom concepts, while those with more experience can develop a deeper …