The teaching of agriculture at the primary and secondary school levels of our educatumal tystem is a mixture of trained professumal teachers and others who have been saddled with the task hatically as a secondary responsibility by the school heads. Since agriculture revolver around man in rupality, the issue of tramed professionals to handle the subject at all formal educational levels becomes inevitable for the good image effective curriculum delivery, and the transmission of values and norma to the younger generations. This study was carried out determine the Challenger of Image of Agriculture in Schools and the inphoamora on future curriculum development and implementation in South-Beatern Nigeria. One research questi if 15 questionnaire tema guided the straty Thirty (30) students each from six Junior Secundary Schoola totaling 180 studenty and 72 non-agricultural science teachery randomly selected from the Junior Secondary Schools in Ogen State of Nigeria formed the sample of the shady. Detta rollected from the respondents on the research questionnaire items were analyses using frequency and mean. From the analysed data, the following findings were made, agriculture to the respondents is an energy sapping, very tedious school ralject, agriculture involves drudgery n which one puts in much and gets little or nothing in return that the respondents strongly believed that agricultare in zynonymous wah farming, that agriculture wastes much of the nudent's time on the school nime table including their leisure hours, and, that agriculture is mot easily divorced from the school punishment because of defective curriculum delivery Based on these, some recommendations like the baroduction of the sau of machinery on the farm to reduce budgery, reduction of the ume of period for practical lesom, beter education on agriculture and farting to tradenta sotal avoidance of of t the use of of school school, form for punishment ground, and the strengthening of curriculus development and effective delivery were made.