The study determined pedagogical capacity building needs of agricultural education teachers in online delivery of pre-harvest operation competencies in moringa (Moringa oleifera) production to students in tertiary institutions in north central, Nigeria. The study was guided by four objectives. Four research questions were answered by the study while four null hypotheses were formulated and tested at 0.05 level of significance. The study adopted survey research design. The study was carried out in north central Nigeria state using a target population of 187 respondents made up of 21 agricultural education teachers in universities and 166 agricultural education lecturers in colleges of education across north central Nigeria. There was no sampling because the entire population was involved in the study due to its manageable size. The instrument of data collection was a 64 -item structured questionnaire titled “Moringa Production Capacity Building Questionnaire (MPCBQ) developed by the researchers from literature reviewed. The MPCBQ was subjected to face and content validity by five experts. The instrument was trial tested on 30 respondents in south east, Nigeria. Cronbach Alpha method of reliability was used to determine the internal consistency of the MPCBQ which yielded a reliability coefficient of 0.90 and 0.87 for needed and performance categories respectively. The MPCBQ was used for data collection by the researcher and three research assistants, and data collected from the study were analyzed using mean and improvement need index (INI) to answer the research questions and chi-square statistics to test the null hypotheses at 0.05 level of significance. The study revealed that agricultural education teachers significantly require pedagogical capacity building in planning, nursery operations, establishment of plantation and management of plantation for success in online delivery of pre-harvest operation competencies in moringa (Moringa oleifera) production to students in tertiary institutions in north central, Nigeria. It was recommended amongst others that in-service training of agricultural education teachers should be done by stakeholders in order to enhance their capacity for effective online delivery of instruction to students.