The purpose of this study was to examine the perspectives of faculty members at the University of Idaho held toward agricultural education curriculum. Improved communication is predicated upon better understanding of the perspectives of all team members involved in interdisciplinary studies. Q-methodology and purposeful sampling techniques were used to discover the perspectives of 21 participants from across the university. Four perspectives emerged, each differing on levels of agreement toward agricultural education programs. The perspectives added to the findings from similar studies conducted at other universities. The progressive idealist is a visionary who sees agricultural education as a rigorous academic content area capable of preparing students for any college major. Progressive realists see agricultural education as a program that creates better students, while most concerned with the positive impact it makes in the lives of students. Supportive idealists were not directly involved with agricultural education, but see it as an ideal model that should be aspired to by other sects of education. Skeptical academics are not convinced of the rigor and preparation agricultural education claims, but they acknowledge the overall benefit of the program while maintaining their skepticism. Trying to better understand these perspectives will improve communication in interdisciplinary projects involving agricultural educators.