Purpose: This study sought to investigate how secondary agriculture teachers' characteristics influence their perceived ability to teach students decision-making skills. Design/Methodology/Approach: We used a cross-sectional survey research design and distributed the instrument to secondary agriculture teachers in the U.S. via Facebook. We received 151 usable responses and conducted a multiple regression and mediation analysis. Findings: The regression model accounted for 34.97% of the variance in teachers' perceived ability to teach decision-making skills and explained a statistically significant amount of variation in the outcome (F(16, 129) = 4.34, p < 0.001). Teaching efficacy, teaching style, decision-making beliefs, and years of service statistically and significantly influenced the outcome. In addition, 29.35% of the total effect of decision-making beliefs on perceived ability to teach decision-making is mediated through teaching efficacy. Practical Implications: Findings can inform the development of workshops and educational resources intended to improve agriculture teachers' perceived ability to teach students decision-making skills, thereby enhancing their ability to teach students how to make decisions. Theoretical Implications: Teachers' psychological and socio-demographic characteristics statistically and significantly influence their perceived ability to teach students decision-making skills. Originality/Value: The regression model was the first of its kind to investigate the influence of teacher characteristics on this particular outcome. Therefore, results provide novel but preliminary insight into teachers' perceptions.