"Youth Teaching Youth: Are TASK Teens Ready to Teach?" is an evaluation of the ongoing Teaching Agricultural Safety to Kids (TASK) initiative of the Illinois Easter Seal Society (lESS). TASK subscribes to a youth teaching youth model that trains high school FFA chapter members in agricultural safety and health topics. These trained FFA members then present the agricultural safety and health topics to elementary school children in the school setting. The evaluation collects data using surveys and interviews of both previously involved and currently involved members of Illinois FFA chapters participating in the initiative. Data collection also involves observations of the training that teens receive and the presentations that trained teens present to the elementary school students. Quantitative evaluation of elementary school presentation effectiveness uses a quasi-experimental Separate-Sample Pretest-Postest Control Group Design (Campbell and Stanley, 1962). In all, 25 TASK units had been published and made available to FFA for use in TASK presentations. All of these units, as used by the FFA members in their presentations, were included within the appropriate elements of this project. These units include the original 12 content units: Heavy Farm Equipment, Mechanical Factors, Lawn Mower Safety, Human Factors, Handling Emergencies, Hand and Power Tools, Safety Around Animals, Signs and Symbols, Storage Facilities, Rural Recreation, Chemical and Pesticide Safety, Personal Protective Equipment; and the original 4 Overview and Guide Units: Train the Trainer, Community Leadership, Teaching Ag. Safety to Kids, Evaluation. In the second year of the evaluation project nine new units were made available by TASK for use in the program. These nine are: Babysitting Safety, Violence Prevention, Alcohol Safety, Pedestrian Safety, Bum Prevention, Firearm Safety, Water Safety, Bicycle Safety, and Pickup Truck Safety. 1) Observations and surveys of participants of TASK training of FFA members indicated too much information was being given at the expense of assimilation and practice and rehearsal. 2) All categories of FFA members that attended TASK training expressed overall satisfaction with the TASK training received and the TASK experience overall was personally fulfilling and worthwhile. A mean of5.5 (7 = extremely prepared to 1 = not at all prepared) was found on the question of perceived preparation to teach TASK to elementary students. 3) No significant difference in intention to perform 11 specific agricultural safety and health related behaviors was found when comparing trainees immediately following initial TASK training or over the course of yearly follow-up surveys after initial training. Most questions were not directly related to TASK material and were a means to assess any overall generalized impact on students from participating in TASK. 4) In spite of the lack of apparent influence on intentions related to the specific identified agricultural safety and health behaviors, it is noted that TASK trainees' positive perceptions ofT ASK training impact on their view of safety and health issues were consistent. Such perceptions were found in each of the yearly surveys administered, and were enhanced as respondents aged, leading to an even greater appreciation for the TASK training and its influence. 5) TASK presentations made by FFA members were presented at an appropriate level and in a positive manner to elementary students. Students generally followed the included script and used the included overheads with some additions of actual relevant equipment, i.e., personal protective equipment and hand tools. However, little use was made of either the introductory section or the group activity section contained within each unit. 6) TASK training and materials are used in a wide variety of locations outside of the elementary classroom. 7) The "Ho : No significant difference will be seen in the agricultural safety and health knowledge and comprehension between those elementary classroom students that receive TASK presentations and those that do not." was NOT REJECTED. 8) TASK presentations are effective in purveying specific agricultural safety and health information to elementary aged students. 9) TASK trainees make little use of TASK Unit 2, Community Leadership and TASK Unit 4, Evaluation. 10) TASK curriculum units contain accurate, appropriate, and useful information for use by TASK trainees with elementary students. The units do contain several specific areas that could be improved. A summary of the specific needs from these reviews are: 1) a need to improve pictures/overheads and add color, 2) need to update the "data" included, 3) increase the amount of detail provided in all sections, 4) need age group identification and specific content, 5) provide more activities and more examples of alternatives that might be used dependent on time availability, 6) include in directions the potential use of some of the activity pages (e.g., the Riddles in Safety Around Animals) as introductory materials, and 7) identify appropriate content specific WWW sites that might be useful in maintaining content. Suggestion #7 was also directed at a revision of or future TASK materials as a means of distribution."