Employers in the agricultural, food, and natural resources sector consistently rank teamwork as one of the most important skills for workplace success, but students often rate their teamwork abilities higher than what employers perceive. This study examined how undergraduate students in a college of agriculture viewed the importance of a set of teamwork skills, how they rated their own ability to perform those skills, and how they believed their coursework and extracurricular experiences contributed to their teamwork skills development. Students were asked to rate their perceived importance of fourteen teamwork skills for their future careers, as well as their perceived ability to perform those skills based on the preparation they have received in their academic program. A 5-point scale was used where 1 = low and 5 = high. Two open-ended questions asked students to describe the experiences that supported their teamwork development within the classroom and outside the classroom. Results showed that students rated teamwork skills as highly important, but their confidence in performing these skills varied. Mean weighted discrepancy scores were calculated to determine students’ perceived needs for teamwork skill development. Students reported the greatest need for improvement in conflict management. Interestingly, students saw the lowest need in role clarification, which conflicts with previous research on employer perceptions. Students attributed their teamwork development to both in-class and extracurricular experiences, however; courses containing overt teamwork instruction tended to be specifically identified as opposed to general recognition of labs or groupwork. Our results align with previous research that suggests a gap exists between employers’ perceptions and graduates’ perceived teamwork abilities. Importantly, our data indicates a need for additional teamwork skill development. Future research should explore students’ perceived and actual teamwork abilities. In addition, student outcomes should be compared across different learning experiences, specifically course-based and extracurricular activities.