Agriculture teachers face challenges at every stage of their career, creating a need for professional development to meet their individual needs. Additionally, research suggests the need for periodic needs assessments to be conducted within individual states. The purpose of this study was to identify and describe, using the Borich needs assessment model, the inservice needs of agriculture teachers in Oregon by career phase. A list of 49 agricultural education competencies were developed from existing research, and responses were analyzed using mean weighted discrepancy scores (MWDS). We found induction-phase teachers (0-5 years of experience) had the highest inservice needs for the following competencies: (a) writing grant proposals for external funding, (b) utilizing a local advisory committee, and (c) utilizing the AET record book system. Non-induction phase agriculture teachers (6 or more years of experience) were most in need of: (a) balancing priorities to make time for career and family/personal life, (b) utilizing the AET record book system, and (c) utilizing techniques and skills to stay organized. Additionally, differences and similarities between inservice needs of induction and non-induction teachers were identified and discussed. Implications of these findings and recommendations are presented.