The study determined and compared perceptions of high school agriculture teachers regarding establishing a resource center for every cluster of schools. The study was descriptive. Focus group discussions and survey questionnaires were used to collect data. Analysis of data used categorization of responses, descriptive, inferential and correlational statistics. Benefits to teachers were increased awareness on new methods and materials, number of teaching tools, teachers’ mutual support and access to ICT in addition to providing an array of resources, professional development to teachers and site for production of teacher-made materials. Benefits to schools were coordination among schools, accessing teaching materials, sharing of experiences, addressing resource problems faced by rural schools and improving the quality of outcomes. The challenges were lack of electronic equipment as well as visual aids. No significant difference or high magnitude correlation was found between perceptions and teachers’ demographic variables. Conclusion was that high school agriculture teachers saw the potential benefits of RCs for themselves and their schools despite challenges faced in teaching. The inspectorate whose job would be eased up could be instrumental in advocating for resource centers establishment.