Secondary education in Turkey; it is a stage where students decide for career choice and higher education. The preference of the field they will make in secondary education is an important subject to be investigated in terms of determining the profession that students will choose in the future. There are different types of high schools in the secondary education system. One of these is Vocational and Technical Education Institutions, which aims to “train students as good citizens as well as prepare them for higher education and/or business life by giving a common general culture in line with their interests and abilities in a flexible structure” (Uluğ 2013). Agricultural education in secondary education is given under the sub-sections of Vocational and Technical Anatolian High Schools (MTAL) under the Ministry of National Education. The aim of agricultural education in secondary education is to provide students with professional qualifications that can follow scientific and technological developments in agriculture and agriculture-related fields, which are regarded as the profession of the future, and to train qualified professional staff in the agrifood sector. Agriculture is a field of economic activity characterized by the interaction of ecological, social and technical systems resulting in a wealth of nonlinear processes and emergent phenomena (Alfing 2016). Agriculture requires interdisciplinary work due to its multi-dimensional structure. Therefore, the development of agriculture and agricultural areas is possible with the common reason and effort of science and humanities (social) sciences. While it is expected that agricultural and food fields will have a special place and importance among all other professional fields in terms of agriculture sector, which meets the vital needs of living things; the statistical data at the secondary level shows that the proportion of students studying in these fields is 1.48% among 54 professional fields (Anonymous 2018). This situation can be explained by many different reasons after the industrial revolution, especially after the 1990s, with information and communication technologies shifting the agricultural centred social and economic life to industrial activities, and the fact that young people want to deal with non-agricultural professions along with the phenomenon of rural migration and urbanization, and not enough earnings from agricultural activities. However, these developments do not change the growing global concerns about the sustainability of agriculture and food, but on the contrary show that there is a need for an educational infrastructure and human resources that will require finding solutions different than ever to agriculture and food systems and problems. According to the report of the United Nations Food and Agriculture Organization (FAO, 2017), the world human population will be about 10 billion in 2050; Demand for agricultural products is expected to increase by 50 percent compared to today. It seems that this increasing demand can only be met with new agricultural practices in which knowledge, technology and management skills are used together (Özartan 2013; Uldrich 2017; Türker 2019). The design, transformation and delivery of these applications to the target audience can only be achieved thanks to the individuals who have found an agricultural education environment and employment opportunities that they can exhibit. In this context, vocational agriculture education in secondary education is a stage of the educational process that prepares individuals for the practical skills and basic scientific knowledge required for the agricultural production and food sector. In the previous system, agricultural education at the secondary level was organized by the Ministry of Agriculture and Forestry, the students were mainly young people living in rural areas whose families engaged in agriculture. While the secondary education institutions provided agricultural education were the Vocational High Schools of Agriculture, they had very important duties in raising qualified human resources for the agricultural sector. These institutions have undergone developments in recent years that have significantly changed their original functions. Many argue that the administrative changes in the national educational system have reduced the importance given to agricultural education as the quality of students enrolled to agricultural departments of newly established vocational schools has decreased from year to year. Although the numbers of vocational and technical high schools and enrolment in agricultural departments have increased in recent years, the quality of education has decreased. This will probably influence the overall agricultural sector and rural development in Turkey as the need for highly qualified personnel employed by public and private sector increase.