Students coming to university agricultural education programs have less agricultural experience than in the past. Teacher educators are limited to the experiences they can facilitate. Universities have graduated qualified agricultural teacher candidates who do not have experiences in content area skills required of them to teacher. This study compared a cohort of preservice agriculture teachers at the University of Florida (n = 18) who received an integrated skill acquisition (ISA) to a cohort of preservice agriculture teachers at Clemson University (n = 10) that did not receive an ISA. Participants were assigned a specific skill as the content of a required micro-teaching demonstration assignment in a teaching methods course. Students completed a pre and post survey on self-efficacy to perform and teach a technical skill and were also measured on their ability to perform and teach a technical skill. To gain deeper knowledge about participant experiences interviews were included with nine of the participants. Students receiving the ISA realized large gains in self-efficacy to perform and teach technical skills compared to the comparison group that experienced no change in self-efficacy. Comparison group members possessed more ability to perform the skills than the treatment group though the treatment group had more ability to teach technical skills. Interviews revealed a process needed by these participants to develop professional practices for teaching things that are not known. Comparison group members were observed having to connect physically to their previous experiences while treatment group members were able to reflect on previous experiences in the development of their microteaching lesson. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]