This research was carried out to determine the effects of project and demonstration teaching methods on acquisition of brooding skills among students in colleges of education in Plateau State, Nigeria. The study had three objectives, three research questions and three null hypotheseswhich were stated to guide the researcher. The study adopted quasi-experimental, pretest post-test design. The population for the study consist of all the 147 N.C.E. two agricultural education students of the two colleges of education in Plateau State. Purposive sampling was used to select the Federal College of Education Pankshin and 75 N.C.E. two students were selected using simple random sampling technique. A 25-item multiple choice agricultural skill acquisition test was used for data collection. The instrument was administered before and after treatments (pretest and post-test) and the scores obtained were analyse using mean, standard deviation and t-test statistics. All the threeresearch questions were answered using mean and standard deviation while t-test statistics was used to test all the threenull hypotheses at 0.05 level of significance (P=0.05). The findings revealed that both project and demonstration teaching methods had significant effects on students' acquisition of brooding skills. The result also showed that, project teaching method was more effective in teaching brooding skills than demonstration teaching method. Therefore, the researcher concluded that, project teaching method will enhance students' acquisition of brooding skills than demonstration teaching method, and that use of project and demonstration teaching methods to teach brooding skills will be more effective in facilitating agricultural education students' acquisition of brooding skills than the conventional lecture method.The researcher recommended among other things that, agricultural education teachers should emphasise the importance of using project and demonstration teaching methods in colleges of education, and adopt these methods for teaching agricultural education skills areas