The continuing trend toward increasing diversity of curriculum offered within secondary agricultural education programs is driving a change in pre-service and in-service technical training for agriculture teachers. This study looks at agriculture teachers' perceived importance of, and competence in, traditional technical competencies such as welding and small engines, as well as more recent technical competencies such as biotechnology and computer technology integration. A revised version of Joerger's (2002) needs assessment instrument was used to gather data from Georgia agriculture teachers--data was used to prioritize competencies where agriculture teachers need supplemental training as represented by a mean weighted discrepancy score (MWDS). Findings indicate that Georgia agriculture teachers' greatest need for in-service training is in the following: integrating current advances in agriculture technology into the curriculum; teaching skills and concepts in electricity, small animal care and veterinary technology; and teaching skills and concepts in animal biotechnology and aquaculture. (Contains 4 tables.)