Expectations placed on School-Based Agricultural Education (SBAE) teachers are wide and varied as they fill an array of roles and responsibilities. Tasks associated with teaching SBAE can be inferred from literature related to the needs, challenges, and characteristics of these teachers. As an integral component of SBAE, classroom and laboratory instruction is a significant area in which teachers are expected to complete tasks. Therefore, identifying the specific tasks associated with teaching SBAE could provide insight regarding the workloads of SBAE teachers. As such, we sought to identify the specific tasks expected of SBAE teachers regarding the classroom and laboratory instructional component. A modified Delphi method consisting of three rounds was used to address the study's purpose. The panel of experts consisted of 23 doctoral students in agricultural education with at least three years of SBAE teaching experience. Seventy-four tasks comprising 14 themes achieved consensus among the Delphi panelists. Our findings indicated that tasks related to classroom and laboratory instruction are essential to the success of SBAE teachers. Taken together, the tasks describe SBAE teachers as relational, competency-driven, and quality-focused instructors.