Agriculture graduates must have the knowledge, skills and dispositions to meet the complex needs and pressing challenges in the global agriculture system. Differentiation of instruction through learning contracts is one method to encourage students to self-direct and further their global learning. Individualized learning contracts allowed students in three different agriculture courses to customize class assignments to develop global knowledge, skills and dispositions. The individualized approach allowed students a space to explore their own interests, preferred modes of learning and development of learning artifacts. Data for this study were obtained through student focus groups, instructor observation, a survey of students and through an analysis of the learning artifacts produced. The data were analyzed using a grounded theory approach. Four themes that emerged from this study were: 1) engagement and motivation, 2) frustration with ambiguity, 3) student choice and creativity and 4) skill development. The individualized learning contracts did contribute to development of student learning experiences that address the skills and competencies required for meeting the needs of a changing agriculture industry. Instructors utilizing this method of differentiation are advised to provide clarity in the scope of the assignment and support students as the project progresses.