Three graduate-level short courses on ecological agriculture and food systems were held in 1995–1997 in Norway to introduce systems thinking, creative research methods, and innovative learning approaches. In 1999, a three-day evaluation and planning workshop was held to assess course impacts, to determine relative importance of content areas, to compare learning methods with special attention to case studies, and to vision and develop action plans for future education in the region. Students and faculty agreed that soft systems research methods and varied learning processes in the course were more valuable than specific technical content that can be learned in other venues. Nine priority education areas were identified for ecological agriculture: (1) systems thinking, (2) research methods, (3) farmer/stakeholder participation, (4) improving production methods, (5) relating agriculture to food systems, (6) learning about learning, (7) values and ethics, (8) faculty development and institutional change, and (9) agricultural and food policy. We explored current knowledge and future educational importance of each area, and found that case studies can integrate many of these topics. Four specific priority educational needs were identified through visioning toward an action plan for the region: (1) publish a Nordic teaching text in ecological agriculture, (2) expand the network of educators and researchers with a short course for faculty, (3) broaden the focus from farm production to food systems by including additional disciplines and themes, and (4) coordinate thesis research activities in ecological agriculture among universities. Evaluation and planning were efficient and productive in this short workshop, due to prior organization and creating ownership in the process and the future education plans, and all participants were involved in writing this final document.