This study aimed to examine the effects of an activity-based agricultural awareness education program on the agricultural awareness of middle school students with mild intellectual disabilities (MID). The study was conducted using a convergent mixed-methods design embedded within a design-based research framework. Ten agricultural activities were developed and implemented over 25 teaching hours with 12 students aged 11 to 15. The program integrated direct teaching, video-based modeling, hands-on tasks, systematic reinforcement, and peer interaction to support conceptual learning and social participation. Data were collected through the MID Agricultural Awareness Test and semi-structured interviews with students and teachers. Quantitative results showed a statistically significant increase in students’ agricultural awareness from pretest (M = 15.75, SD = 2.86) to posttest (M = 18.41, SD = 1.56), t(11) = 4.804, p = .003. Qualitative results indicated that students developed practical knowledge about soil, plants, harvesting, and food preparation, while teachers reported increased engagement, cooperation, environmental awareness, and peer interaction during the program. These results should be interpreted cautiously because the study used a small sample and a single-group pretest–posttest design. The results provide preliminary evidence that activity-based agricultural awareness education may help connect science-related content with real-life experiences for students with MID.