The world of physics is often plagued by too much information, too many equations and not enough applications where students can see the use of physics around them. There’s only so many times you can have students push a cart with a certain amount of force before students begin mindlessly sliding it back and forth with little recognition to what they are truly supposed to be learning. Even though our students in the Agricultural Systems Management (ASM) program were supposed to take the Physics’ department introductory algebra-based physics course, many were still struggling with basic physical science concepts in their junior and senior level courses. We interviewed graduating seniors to see if we could pinpoint where things went wrong and overwhelmingly the responses trended towards students not being interested and therefore not remembering much besides struggling through the material. To better prepare our students for the more complex concepts explored later in their academic career, we created a four credit hour physics course specifically tailored to consist of concepts and applications central to technical agricultural fields. Applied Agricultural Mechanics and Electronics consists of topics such as displacement, acceleration, forces, work, energy conservation, thermodynamics, and basic circuitry, each followed by a week of applications to agricultural scenarios. Applied topics included beam bending and truss strength, power take off requirements, ventilation requirements of animal facilities, simple circuit wiring and more. This course included weeks of introductory theory, calculations, and hand on laboratory activities. Through the creation and completion of one semester of teaching, we have learned many lessons in how to best teach physics to the ASM students while increasing student motivation and overall perceived success.