Opportunities to purposefully integrate employability skills, including teamwork, into and across the ANR curriculum exist. A review of College of Agriculture and Life Sciences (CALS) syllabi at [University] revealed many instructors currently use group or team work in their courses. We sought to explore how CALS instructors integrate group or team work into their technical courses, what teamwork learning objectives they have, and what assistance they desire when incorporating teamwork in their technical courses. We conducted three focus groups, with 16 total participants representing 10 departments. Transcripts were open-coded, and codes synthesized into themes to answer the research questions. CALS instructors integrate group and team work in a variety of ways. Themes that arose were activity and output types, and grouping strategy and size. Activities and outputs included simulations, writing projects, presentations, proposals for industry partners, workshop or program development, lab work, and research. Activity duration ranged from a class period to a full semester. Groups of 2-6 learners were created through random assignment, purposeful assignment, or student self-selection. Although only a few participants indicated specific teamwork learning objectives were overtly stated for their course, all participants clearly articulated reasons for implementing group or team work. Themes included providing real-world experiences, allowing for learner agency and ownership of learning, community building and networking, and managing workload for learner and instructor. Finally, instructors indicated a desire for assistance. Themes of needs included navigating and managing team dynamics, facilitating peer-to-peer feedback, and assessing teamwork. We recommend professional development and resources be developed and made available to CALS instructors using group or team work in their technical courses. Specifically, guidance on managing constructive conflict, peer evaluation strategies, and reliable teamwork skills assessments would provide the most immediate support. Subsequently, evaluation of learners’ teamwork skill acquisition should be assessed.