Abstract: The overall purpose of this study was to describe specific factors that students perceive impact their decision to enroll in Agricultural Education, continue to enroll in Agricultural Education, beliefs around participation in Agricultural Education, and identify student's future ambitions for their educational and career goals. The following research objectives were developed to guide the study: (a) describe the demographics of students enrolled in Agricultural Education, (b) describe enrollment factors that impact a student's decision to enroll in Agricultural Education, (c) describe the motivators for a student's decision to participate in Agricultural Education.(d) describe the beliefs that student's hold about the environment regarding participating in Agricultural Education, (e) describe Agricultural Education students' ambitions and goals for their future education and career, and (f) compare the enrollment factors, motivators for continuing to enroll, beliefs around participating in Agricultural Education, and future ambitions and goals, for students enrolled in Agricultural Education between the three schools involved in this study. This quantitative study utilized descriptive and correlational research methods. The target population consisted of Agricultural Education students at three separate schools: Walter Biddle Saul High School in Philadelphia, Pennsylvania, Bowling Green High School in Bowling Green, Ohio, and Coronado High School in El Paso, Texas. A questionnaire developed by Hoover (1990) and heavily edited by the researcher was distributed to collect data at each of these schools from 520 students. The findings of the study are the following: (a) the students came from a variety of backgrounds, races/ethnicities, and were involved in large number of school activities, (b) the students' strongest reason for initially enrolling in Agricultural Education was the opportunity for hands-on learning, (c) the students' strongest reason for continuing to enroll in Agricultural Education was the opportunity to promote agriculture in their school, (d) the students' strongest belief about participation in Agricultural Education was that any student who was interested in participating should be welcomed to participate in the program. When comparing all of the information from the questionnaires, it was found that the students at each school had independent thoughts.