Educators face countless challenges in the 21st Century, reflecting consequences such as rapid changes in population, sociocultural dynamics, technology, and education. Among these challenges are the integration of emerging technologies, diversity and inclusion, and continuous professional development to stay ahead. To understand the current profile of agricultural education teachers working in the public schools of the Department of Education of Puerto Rico, this quantitative study aimed to describe the characteristics of teachers serving students in agriculture courses and to explore their existing professional development needs. Data were collected using a questionnaire completed by 111 agricultural education teachers across Puerto Rico. The results revealed 45% of them did not hold a teaching certification. The major needs faced by these teachers included the design and implementation of irrigation systems, financial support opportunities for students, the integration of better technological tools, SAE agreements, proposal writing, and hydroponics. It was noted that teachers with less than five years of experience had more professional development needs compared to those with more than five years of experience. Based on the results obtained, it is recommended to coordinate efforts between the Agricultural Education Department of UPR-Mayagüez and the Puerto Rico Department of Education to seek alternative options for collaborating on the certification process of agricultural education teachers, develop a professional development plan in technical areas, and create a continuous mentoring plan.