• Study as much material as possible relating to the overall topic. Sources: internet, library, newspapers, magazines, Farm Bureau publications and conversations with experts or knowledgeable people. 
• The discussion meet should be a conflict of ideas, not personalities. This is a discussion, not a debate. 
• Be prepared to ask questions, state facts and opinions, and urge others to be specific. 
• Be aware of the audience, but generally address the panel. Speak loud enough to be heard by the whole audience. 
• Participate whenever your contribution will further the discussion. Do not monopolize the discussion. 
• Make notes of key points as the discussion proceeds for use in summary statement. 
• Use the one minute of quiet time to organize your closing statement. 
• Stand and make your closing statement to the audience. Use accepted speech techniques. Stay within the time limit. 

Subarea
With students being involved in many extracurricular activities, discuss ways to recruit new members.
A. Benefits of being active in FFA
B. How do you highlight the many areas of FFA?
C. Career opportunities from being active in FFA

District Prelim
In recent years the number of students interested in leadership positions has decreased despite clear evidence that they are beneficial to student success. How can FFA encourage more students to engage in leadership opportunities?

District
The future of America’s family farms and ranches depends not only on innovation and resilience but also on strong advocacy and informed policy. Agricultural education programs have the potential to bridge the gap between young agriculturalists and elected leaders. What strategies can be used within agricultural education to foster meaningful connections with policymakers and highlight the importance of supporting the long-term viability of family farms and ranches?  

State Prelim
Veterinary schools and national associations have publicly acknowledged a growing shortage of veterinarians — especially in rural areas. This gap in veterinary services, both in rural communities and within the federal government, poses a serious risk to the agricultural supply chain. What initiatives can livestock producers and young agriculturists develop to support veterinary students and professionals and help retain them in rural communities?

State
Programs such as Supervised Agricultural Experiences (SAEs), Career Development Events (CDEs) and Leadership Development Events (LDEs) are foundational to FFA’s mission of preparing students for success beyond high school. As the agricultural industry evolves, so do the needs and aspirations of its future leaders. In what areas could FFA expand or innovate to provide more fulfilling and future-ready experiences for students entering an increasingly diverse and dynamic agricultural workforce?