Accurate calibration of fertilizer spreaders is a foundational competency for turfgrass professionals, directly influencing application efficiency, turf quality, and environmental stewardship. As digital learning tools become more common in higher education, questions remain regarding their effectiveness for teaching hands-on, skill-based tasks traditionally delivered through in-person laboratory instruction. The objective of this study was to compare the effectiveness of in-person versus video-based instruction for teaching fertilizer spreader calibration in an undergraduate turfgrass management course. The study was conducted in a turfgrass-focused course within a small undergraduate turfgrass management program, where enrollment is typically lower than in broader agricultural or science courses due to the specialized nature of the curriculum. Approximately 20 undergraduate students participated and were randomly assigned to one of two instructional approaches: (1) in-person, hands-on instruction led by an instructor or teaching assistant, or (2) video-based instruction using a structured instructional video covering identical calibration procedures. Following instruction, students completed an individual calibration task under controlled conditions. Learning outcomes were evaluated using a post-instruction assessment, direct observation during calibration practice, and the frequency of requests for additional assistance. Results indicated that students receiving in-person instruction demonstrated superior learning outcomes compared to those receiving video-only instruction. Assessment scores were approximately 12% higher for the in-person group, and students in this group were 60% less likely to require additional assistance during calibration practice. Observational evidence suggested that in-person instruction better supported procedural understanding, troubleshooting ability, and technical confidence during hands-on application. These findings indicate that while video-based instruction is a valuable supplemental resource, it may not fully replace in-person instruction for teaching complex equipment-based skills. For applied, discipline-specific programs such as turfgrass management, a blended instructional approach that prioritizes hands-on training while incorporating video resources for review and reinforcement may best support student learning and professional skill development.