Social and Emotional Learning (SEL) has often been an umbrella term for a wide range of competencies, including emotional processes, social and interpersonal skills, and cognitive regulation (Jones, Bouffard, & Weissbourd, 2013). We used the Borich (1980) needs assessment model to assess the professional development needs of Texas agricultural education teachers in core SEL skill areas. Data were collected with three forms of a paper questionnaire to determine teachers' self-perceived levels of competence in core SEL skill areas. Twenty SEL indicators were assessed in four ways (Importance, Ability to Perform, Knowledge, and Ability to Teach), and then used to create three latent variables (Performance Competence, Knowledge Competence, and Consequence Competence), which served as dimensions of professional development needs. Agriculture teachers perceived the importance of all core SEL skill areas as having average or greater importance, their ability to model core SEL skill areas as average or greater, their knowledge of core SEL areas as average or greater, and possessing average or greater ability to teach core SEL skill areas. The findings of this study support the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2003) report and emphasize the importance of SEL in agricultural education.