Purpose <p>Southern US secondary agriculture teachers view precision agriculture as important to agricultural mechanics curriculum, but instruction in precision agriculture remains noticeably absent from lessons. The purpose of this study was to describe the barriers secondary agriculture teachers face when integrating precision agriculture competencies into the curriculum.</p> Methods <p>Researchers utilized case study methodology to describe how ten secondary agriculture science teachers from the southern US region who specialize in agricultural mechanics incorporated precision agriculture into teaching and perceived barriers to instruction. Using a qualitative case study approach, data were collected through semi-structured interviews, classroom observations, document analysis, and observations of teachers and students.</p> Results <p>Teachers emphasized the importance and relevance of precision agriculture in interviews, yet none adopted any cohesive precision agriculture curriculum. Reported barriers to adoption included a lack of instructional time, resources, curriculum material, and knowledge. Teachers perceived only elite students would benefit from precision agriculture instruction and reported precision agriculture may not align with community needs.</p> Conclusions <p>The purported barriers of limited equipment and funding were intertwined with teachers’ uncertainty about equipment options and which competencies to teach ultimately contributed to the lack of implementation. Educators experienced similar barriers to adoption to farmers but in unique ways. Recommendations include focused professional development on prescribed technologies and partnerships with local experts to provide training for both teachers and students.</p>