Dr. Joseph Renzulli’s Enrichment Triad Model suggests three types of activities for talent development: general exploratory activities, group training activities, and individual and small group investigations. Likewise, agricultural education is founded on the Three-Component Model composed of classroom/laboratory, FFA Organization, and supervised agricultural experience. This article discusses the organic relationship between these two models, demonstrating that agriculture is a valued area of human endeavor worthy of talent development and has a place in the talent development literature. Agricultural educators should support the academically gifted and the giftedness specific to agricultural abilities. Academically and agriculturally gifted students are well-positioned to be leaders in colleges of agriculture; therefore, how they are trained at the secondary level becomes important. Agricultural educators are encouraged to recognize the gifted behaviors in this population and to seek talent development opportunities for students, including agricultural activities at the secondary and post secondary level. Agriculture teacher educators should prepare preservice teachers to address the varying gifts and talents of students. Additionally, colleges of agriculture might explore opportunities to conduct outreach for academically gifted students to increase the pipeline of students entering colleges of agriculture that otherwise are unfamiliar with agriculture as a career area.