Like any other agricultural industry, many different career paths in the equine field are becoming more technologically advanced. To adapt to technological progress, current standards need to be integrated into school-based agricultural education courses to properly train and teach students about current industry standards. In addition to equine science curriculum development, emphasis must also be focused on providing assistance to secondary-school-based agriculture teachers so they can effectively teach industry-based equine science objectives in their programs. The equine curriculum objectives were measured in terms of perceived importance by equine professionals and post-secondary equine educators as well as Arizona school-based agriculture teachers. Further, the Arizona school-based agriculture teachers indicated their self-perceived ability to teach the objectives. Demographics for each group (equine industry professionals and Arizona school-based agriculture teachers) were also collected. A Borich needs assessment was calculated to prioritize areas needed for professional development of school-based agriculture teachers. Recommendations include the importance of bringing secondary-school-based agricultural education equine science curricula in line with industry standards. Further, providing professional development to secondary-school-based agriculture teachers is key to increasing teachers’ competence and ability to teach industry-based equine science.