The purpose of this study was to assess the relationship between school-based agricultural education (SBAE) teacher Technological Content Knowledge, Pedagogical Content Knowledge, and Technological Pedagogical Knowledge and teachers' technology integration self-efficacy through the use of TPACK and the Intrapersonal Technology Integration Scale (ITIS). In-service SBAE teachers from four upper-Midwest states were surveyed to assess their current self-efficacy related to the integration and utilization of the educational technology available in their classroom and curriculum. According to the findings of this study, SBAE teachers are using educational technology in their classrooms and curriculum daily but are only slightly confident in their ability to use it effectively. Additionally, the findings identified an association between the amount of professional development and higher levels of technology integration self-efficacy, as well as a significant positive correlation between technology integration self-efficacy and technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. Thus, to increase the utilization of instructional technology in SBAE classrooms, we recommend teachers participate in professional development which is focused on not only how to use educational technology, but also on how to teach agriculture content using the educational technology specific to their accessible devices.