Purpose: The purpose of this qualitative case study was to explore educators' perceptions of the implementation of CTE in preparing students with the knowledge and skills necessary to seamlessly transition from high school to the workforce or higher education post-graduation. Framework: The California Career Technical Standards for Grades Seven through Twelve was used as the framework for this study. This model was designed with the goal of communicating to educators detailed and well-rounded standards that represent the fundamental knowledge required to make a successful transition to the workforce, higher education, or training, as well as the specific competencies needed for each of the state's 58 career pathways. Methodology: This study used purposeful sampling to select high school CTE teachers who met the criteria of the case. Data was collected through one-on-one, semi-structured interviews with 6 CTE teachers in Southern California. Findings: This study found 7 overall themes related to the perceptions of CTE teachers--(a) support, (b) performance, (c) school successes, (d) room for growth, (e) student successes, (f) program partnerships, and (g) preparation for work or continued education. Each of these themes can be found addressing the two research questions of the study. Conclusion: The findings highlight the critical role of CTE teachers have in influencing educational outcomes and the need for schools to better accommodate and integrate their viewpoints. Together, these themes draw attention to a weakness in present procedures and offer possible avenues for raising high school students' access to CTE. Implications: The study's findings have implications for students, teachers, administrators, district and local or state government. It highlights the effectiveness of CTE instruction in fostering student success, performance, and preparation for work or further education. Successful implementation of CTE relies on o partnerships, support and recognizing areas for growth. Policymakers should use this study to consider options for expanding CTE offerings to allow students greater expose to diverse career paths. Recommendations: To aid with decisions on enhancing and growing CTE programs, future studies should examine students' perspective to see if they align with the experiences of the teachers. Future studies should expand the variety in participants, selecting a particular industry sector, or including middle or CTE-focused schools. [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.]