Agrifood systems education is positioned as a critical lever for addressing global food security, sustainability, and workforce development, yet educators report uneven support for delivering this content. This study reports findings from four focus groups conducted with educators attending two professional gatherings: the World Food Forum (WFF) in Rome, Italy (n = 14 across two groups), and the U.S. National Association of Agricultural Educators (NAAE) annual meeting in Nashville, Tennessee  (n = 21 across two groups). WFF participants included formal and non-formal educators working across diverse global contexts, while NAAE participants represented secondary, school–based agricultural educators in the United States. The four focus groups, each lasting approximately one hour, were audio-recorded. Data were analyzed using deductive thematic analysis, with triangulation achieved by comparing audio transcripts and contemporaneous researcher field notes to enhance credibility, confirmability, and trustworthiness of findings. Across all four focus groups, educators emphasized the need for (1) accessible, credible, and updated agrifood systems content; (2) practical, “plug-and-play” instructional resources adaptable to local contexts; (3) opportunities for authentic connection through communities of practice; and (4) professional learning grounded in lived experience, including exposure to global and industry settings. Participants expressed frustration with fragmented resources, rapidly changing technical knowledge, and limited institutional recognition of the value of agrifood systems education. Notable differences emerged between contexts. NAAE participants emphasized classroom constraints, curriculum mandates, and time limitations. In contrast, WFF participants highlighted challenges related to cultural relevance, language, infrastructure, and alignment across education systems, with greater emphasis on solidarity, mentorship, and contextual adaptation. Findings suggest future practice should prioritize hybrid support models that combine curated digital repositories, expert networks, and immersive learning opportunities. Future research should examine how globally networked communities of practice influence educator confidence, instructional quality, and student engagement in agrifood systems education.