Meat science has played an important role in [state] agricultural education programs since the 1930s, when courses were developed to teach food preservation and value-added agriculture concepts amidst the Great Depression. Today, [state] curriculum supports three courses that directly or indirectly incorporate meat science content, and over 84% of [state] schools have access to meat processing facilities either in their school or within the community. Since 1941, annual state- and county-sponsored Ham, Bacon, and Egg (HBE) shows draw hundreds of participants, with some products selling for over $1,000 each.   Despite the prevalence of these experiences, this study examined the extent to which current meat science instruction aligns with contemporary agricultural industry trends and workforce needs.  However, this study identified areas where HBE show traditions influence meat science education more than current agricultural trends. Results showed all respondents prepared students for at least one HBE show, even if two-thirds did not teach a formal meat science course. Those who did teach a formal course focused most heavily on pork production, despite chicken, beef, and turkey industries far surpassing it in state agricultural and employment statistics. Respondents also reported their meat science courses prioritized meat cuts and fabrication, ranking them above sanitation and safety, and gave less attention to topics like meat byproducts (a top agricultural export of [state]), meat quality, yield grade, and nutrition.   To continue preparing students for modern careers in agriculture, it is essential that programs and activities continually "reflect the dynamic and ever-changing agricultural industry." While traditions like the HBE are important, we should evaluate and update them periodically to ensure they do not control curriculum at the expense of student career preparation.