Purpose: Agriculture globally is undergoing a period of change driven by policy and environmental factors. This study focuses on further education in England, defined as a study after secondary education that is not part of higher education. Specifically, it explores how changes in the agricultural sector impact the practice of agriculture lecturers. Design/Methodology/Approach: This qualitative study comprised semi-structured interviews with 17 participants from 13 colleges across England. Practice architecture theory was employed as a lens through which to analyse the factors which influence practice. Findings: Two themes were identified, which relate to curriculum content and the technological advances within the agricultural industry. Findings suggest that policy changes within the sector are influencing the practice architectures and causing adaptations in teaching practice. Practical Implications: This study aims to make visible the factors which influence the practice of teaching agriculture with the aim of promoting discussion and greater understanding during a period of change. Theoretical Implications: The findings could contribute to debates regarding the role of agricultural education and the content of the curriculum. Originality/Value: Whilst practice architecture theory has been used in educational settings its use in this context, English further education and agriculture, is an original contribution to the field.