Although FFA affiliation has been piloted and in practice for several years, there is limited formal research on the program and strategies for best practice. We used a descriptive case study design to examine and describe the experiences of nine teachers in three states who had expertise related to FFA affiliation. We conducted semi-structured interviews to uncover the benefits and challenges those teachers experienced while adopting the innovation of affiliation. We analyzed our data using open, deductive and inductive coding to determine common themes of advantages, strategies for compatibility, and continuing challenges when adopting the innovation. Participants in our study shared how affiliation made life easier and improved the participation of their students, but changed how their students think about membership (i.e., choosing to join vs. part of the class), how they graded social-emotional learning and FFA, and how they interacted with administration and partner groups. Continued adoption of the innovation of FFA affiliation may present financial challenges and problems finding opportunities for all students, which has notable implications for School-Based Agricultural Education and the National FFA Organization, specifically the elimination of dues, as FFA works toward its goal of 100% membership by 2028.