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Student teachers’ experiences during their internship are crucial in their development as a teacher. In agricultural teacher education programs, it is common for student teachers to record where their time is allocated each week on categorized timesheets. The purpose of this study was to examine the preservice teachers' performance over the 14-week student teaching experience and how their performance was affected based on their weekly allocation of time. It was found that hours spent on observation had a small, positive effect on teacher professionalism and reflective and autonomous practitioner performance constructs. In addition, hours logged for direct student contact had a small positive effect on the reflective and autonomous practitioner construct. However, the measures of model fit suggest that these effects were trivial. Time allocations were excessive and sporadic. Therefore, discussion regarding the expectations of appropriate thresholds and distributions of time for student teachers and trainings on time management strategies should be conducted across the profession. Additionally, continued research should be conducted on student teachers’ time allocation and its effect on their performance.