Numerous techniques and methods are used in School-Based Agricultural Education. These techniques are vital to the goal of educating a diverse and expansive population that exist within secondary agricultural science courses. Agricultural educators, both traditionally and alternatively certified, know and understand the value of using multiple techniques to differentiate one's instruction. It has also been previously identified that, while there are some similarities, these two certification groups do have unique professional development needs. This study sought to identify the techniques Alabama's agriculture instructors had been taught and are using. Through the identification of these techniques, key differences between traditionally and alternatively certified instructors can be identified. Based on the findings of this study, techniques that had a higher average of training received were more likely to be used by both certifications. Between traditionally and alternatively certified instructors, an increase in training received and decrease in utilization was seen across most of the specific techniques for alternatively certified instructors. Individual techniques also called to question the over-training or underutilization of that technique. While there are key differences across the certification types, the findings indicate more training may be needed in an effort to promote the use of different techniques in agricultural education. [Note: The issue number (1) shown at the top of the first page of the PDF is incorrect. The correct issue number is 3.]