Purpose: The purpose of this study was to determine the perceived teaching and learning professional development needs of [state] secondary business teachers (N =233) in order to guide pre-service curriculum development and in-service training activities. Method: Sixty-two percent (n = 146) of the 233 teachers completed a survey instrument based on Borich's (1980) Needs Assessment Model. Calculated means and standard deviations represent importance and competence ratings for each instructional item, while mean weighted discrepancy scores (MWDS) inform the prioritization of in-service needs. Results: Results showed that pre-service training priorities should address motivating students to learn, using productivity software, and teaching students to think critically/creatively. Priority areas for in-service training needs associated with teaching and learning include teaching students to think critically/creatively, designing/developing digital-age learning assessments, and motivating students to learn. (Contains 2 tables.)