Agricultural communication, as a standalone discipline, has been taught for more than 100 years. Research has been conducted documenting evolution of the discipline within university settings. As the agricultural communication profession and university programs grow in popularity, a trickle-down effect may be occurring within School-Based Agricultural Education programs. This study sought to describe SBAE teachers' implementation of, comfort with, and trainings of agricultural communication content. A nationally representative sample reported a variety of agricultural communication content taught, a general comfort with content, and inconsistent training for content knowledge. It was found that preservice education programs were the predominant course of training for agricultural communication content. Broadcasting, video media skills, and technical writing were found to be lacking in SBAE programs, which is consistent with gaps in university counterparts but requested by the profession. Reliance on pre-service programs for content training is consistent with previous research on content knowledge. Recommendations are made to continue researching SBAE teacher content knowledge. It is also recommended to increase partnerships between SBAE teachers and faculty with agricultural communication professionals and faculty to support content development.