2019-08-022019-08-022019-052019-05May 2019https://hdl.handle.net/2346/84992With the world population on the immediate rise, agricultural producers are struggling to find ways to feed massive amounts of inhabitants. Although there is not one specific definition for sustainable agriculture, the practice can be described as a way for people to satisfy dietary needs while causing no detriment to the environment or the farmer producing the goods (Velten, Leventon, Jager, &Newig, 2015). The objective of this research study is to observe high school student’s knowledge of and attitudes towards sustainable agriculture in curriculum. It is intended to compare students in the Texas and students in Nicaragua. For this quantitative study, the population (N=366) consisted of high school students from Bexar and Lubbock county in Texas and high school students participating in 4S programs in Nicaragua. There was a significant difference between Texas and Nicaragua high school students when asked about their perceived level of importance of sustainable agriculture practices and their perceived benefits of sustainable agriculture practices. When analyzed using a Witkin Needs Assessment Matrix, Texas high school students identified rotational grazing, the use of green manure, and the use of cover crops to prevent soil erosion as critical needs. Using the same matrix, Nicaragua high school students identified integrated pest management and the reduced use of herbicides and pesticides as critical needs. It is recommended that rotational grazing, the use of green manure, and the use of cover crops to prevent soil erosion be heavily integrated into Texas high school curriculum, and integrated pest management and the reduced use of herbicides and pesticides be heavily integrated into Nicaragua high school curriculum.application/pdfengSustainable agricultureThesis2019-08-02Unrestricted.