Abstract
The purpose of this descriptive study was to get some information about teaching clarity at the college of agriculture-Mosul University. 692 students participated in responding to an instrument designed to measure their perceptions of teaching clarity of 76 agri–science teachers, and its reflections on their academic achievement. The study pointed out that a considerable proportion of agri-science teachers have a low teaching clarity resulted from low performance on the instrument items as perceived by their students. The results also showed that, students' achievement of high clarity teachers were better than students' achievement of low clarity teachers. Based on the findings, it is important to develop an agricultural education curriculum, which include a courses relevant to their common career as an agricultural instructors.
