The land-grant system's tripartite mission of teaching, research, and Extension was intended to improve the American livelihood while making contributions to the advancement of U.S. agriculture and economic development. To date, historical analyses within the field of agricultural education have focused on special interest topics rather than a broader understanding of land-grant system history and current events. This study sought to examine both the historical and contemporary contexts for the U.S. land-grant system's development and current place in society. Twenty primary source and forty-nine secondary source documents were analyzed with historical research methods to better understand historic sentiments toward land-grant education and the contexts for topics currently relevant to the land-grant system. Findings suggest that financial concerns are common in 1862 land-grants but are more so among 1890 and 1994 land-grants. There is financial inequity among 1890 land-grants due to a funding disparity compared to their 1862 peer institutions. Reports also substantiate how much land the federal government illicitly requisitioned from Native American and indigenous groups to support land-grant development in the 19th Century. Recommendations include additional research on this topic using integrative approaches to better understand inequity within the land-grant system and so that the field of agricultural education scholars is better equipped to educate key stakeholders such as K-12 educators, advocacy groups, and policymakers.