Each year, the number of students with a documented disability in public schools in the U.S. has increased. However, school-based agricultural education (SBAE) teachers continue to identify a lack of confidence when teaching students with exceptionalities. This lack of confidence has been exacerbated by a lack of professional development regarding teaching students with special needs. To better understand this issue, this investigation sought to describe Louisiana SBAE teachers' educational experiences in accommodating students with special needs and describe their desired professional development needs. This study employed a Borich-style online survey in which participants indicated their perceived importance and ability when accommodating different disability categories as well as utilizing specific strategies when teaching students with special needs through mean weighted discrepancy scores (MWDS). Findings from this investigation identified the need for additional professional development for Louisiana SBAE teachers', specifically concerning the disability types of blindness or visual impairment, deafness or hearing impairment, autism, and emotional or behavioral disorders. In addition, agricultural teachers desired to understand better the legal regulations for teaching students with exceptionalities in the classroom as well as through FFA and SAE activities. As a result, we recommend tailoring professional development to Louisiana SBAE teachers' needs based on accommodation and disability types.