America needs community colleges to be the most adaptive and responsive sector of the higher education system in order to remain competitive in a global marketplace. Employers need community college career technical education (CTE) programs to be responsive to labor force needs and produce competent middle-skilled workers. Policymakers need community college CTE programs to be accountable and deliver better student outcomes. Community college leaders need to effectively evaluate their CTE programs in order to make programmatic improvements that respond to labor market needs. Additionally, students need to access and complete community college degrees or certificates in an accelerated manner that provides them with employable skills, living-wage incomes, and social and economic mobility. Researchers have found that the CTE segment within the community college sector offers promise to academically underprepared students, who are too often students of color, especially for those seeking occupational or CTE certificates. This study addressed a gap in the research by examining CTE training program graduates who gained employment that was closely associated with their field of study to determine whether there is a relationship between job-program similarity and graduates' perceptions of the overall effectiveness of their CTE programs. This study's findings confirmed the relationship between CTE program graduates and job-program similarity. The findings also confirmed differences in the relationship between the independent variable, job-program similarity of graduates, and graduates' perceptions of the overall effectiveness of their CTE program. Using Kirkpatrick's Four-Level Evaluation Model as the theoretical framework for this research study, CTE graduates had the opportunity to evaluate the overall effectiveness of their community college CTE program. The survey findings suggested that 82.7% of CTE training program graduates rated the overall quality of their CTE training program as very good or good, which is a positive endorsement from recent graduates about their community college CTE program experience. This study's findings could inspire community college students taking longer than average times to complete credentials, like African American students and others, to consider community college CTE programs as a pathway to improve completion outcomes, increase employment prospects, and accelerate social and economic mobility. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]