The purpose of this study was to determine the characteristics of adult and young farmer educational programs in Iowa. The research procedure was survey, with data collected by means of mailed questionnaire that was sent to selected educators in Iowa. The dependent variables were demographic data and respondents' importance scores for 55 adult and young farmer activities. The independent variable was the respondent group with four levels: (1) superintendents, (2) principals, (3) adult farmer instructors, and (4) young farmer instructors. Respondents were from schools identified as having high quality adult or young farmer educational programs;Major findings of the study were (1) administrators were in almost total agreement with their importance ratings of the 55 program activities. Likewise, instructor groups differed significantly on only one activity. (2) Administrator and instructor groups viewed the vocational agriculture instructor as a coordinator rather than a teacher for all class sessions. (3) Administrator and instructor groups differed significantly in their importance mean scores for having time during the regular school day for adult or young farmer preparation and visitation. (4) Administrator and instructor groups indicated that adult and young farmer programs should meet the needs of on-farm and off-farm agribusiness males and females. (5) All respondent groups indicated that program enrollees should assist in the planning of adult and young farmer class sessions. (6) Activities in the area of teacher preparation were indicated to be very important in the adult and young farmer educational program;Findings suggested that additional efforts need to be made to promote adult and young farmer educational programs. This promotion needs to be during the teacher preparation program, during inservice activities, and within the local school district;The findings of this study resulted in the development of a model for adult farmer educational programs. Five areas of importance were identified as: (1) teacher preparation, (2) promotion, (3) planning, (4) instruction, and (5) evaluation.