The purpose of this study was to determine the readiness of agricultural science teachers in Edo State to undertake Supervised Agricultural Experience Program. The population included all agricultural science teachers (N=360) in Edo State from which a purposive sample of 275 were drawn. A total of 250 (92.60%) copies of a 50-item questionnaire distributed were correctly filled and used for this study. Data were analyzed with frequency counts, percentages, means and standard deviation. The result showed that providing an opportunity for the development of abilities needed for proficiency in agriculture was accepted as the greatest value/benefit of SAE program. It also showed that the agricultural science teachers in Edo state were ready to undertake the SAE program but perceived lack of fund to travel to job placement sites of students and lack of release time for supervision as envisaged barriers/problems to effective undertaking of SAE program by agricultural science teachers. This study recommended that serving agricultural science teachers should be more specifically prepared and equipped with relevant knowledge and skills needed for effective conduct of SAEs. This should be backed up with appropriate policy reform to provide Nigeria with the national and state frameworks for the conduct of SAEs.

Keywords: Assessment, Readiness, Supervised Agricultural Experience Program