Preparing students to be life-long learners that are career and college ready is a goal of agricultural education. Changing expectations of education have pointed to agriculture educators as potential leaders in the STEM education movement. Literature related to STEM education in agricultural education is lacking in guidance for teachers, administrators, and curriculum developers in integrating academic content related to STEM content areas. A review of STEM education literature coupled with the framework of quantitative reasoning, lead to a conceptualization of a framework for integrative agricultural education. This framework was implemented through a case study to investigate collaborative efforts in curriculum development in agricultural education with a specific focus on integrating mathematics to develop students' quantitative reasoning skills. Teacher characteristics were identified that seemed to support the implementation of integrative agricultural education practices. Teaching and planning strategies were also identified in the case study. Recommendations suggest support of collaboration between agriculture and mathematics teachers would best support curriculum design and aid in the quality of instruction that follows. / Ph. D.