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The objectives of this investigation were to synthesize research related to participation in supervised agricultural experience (SAE) programs and to identify areas of deficiency in SAE-related research. Findings showed that research in this area was primarily descriptive, survey, and nonprogrammatic. They revealed that SAE programs lacked definition, focus, and direction. No empirical studies were found to suggest that SAE programs were educationally beneficial, warranting student participation. Teacher attitudes and expectations strongly influence SAE participation. While teachers claim to support the concept of SAE, many fail to implement the programs fully, resulting in decreased participation by students. Participation varies widely by state, is demographically dependent, and is lacking by all parties. Future research in this area should be directed toward determining the empirical value of SAEs, their purpose and design, contributing factors to participation variance, factors which aid and/or limit participation, methods to create interest in SAEs, benefits for higher-achievers, factors which influence teachers to support SAEs, the role of record keeping, and type of SAE programs which would appeal to urban and suburban students.