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Abstract. The purpose of this study was to better understand novice college of agriculture students‘ self-efficacy, interest, and knowledge on Arduino programming and breadboarding. Participants were given an instructional treatment consisting of three class periods. Students‘ mean scores‘ for breadboarding and programming self-efficacy and Arduino knowledge were higher after the instructional treatment, while the observed mean for interest slightly declined. Significantly higher treatment group means were observed for breadboarding self-efficacy and Arduino knowledge. Large effect sizes were noted for the instructional treatment for breadboarding self-efficacy and Knowledge. There was no significant differences for interest or programming self-efficacy. Rubric scores on breadboarding were 58.5% and programming 23.5% with significant positive intercorrelations between rubric scores and posttest measures of self-efficacy, interest, and knowledge on Arduino. Based on the rubric results, it appears many students were not sufficiently prepared to successfully complete the Arduino mastery activity when provided with only a 30-minute introduction to programming and breadboarding video lesson.