The purpose of this quantitative causal-comparative study was to examine if, and to what extent, there is a difference between students who participated in Career Technical Education (CTE) and students that participate in GE delivery models on academic achievement, while controlling for the demographic variables of gender (male or female), ethnicity (White, Black, Hispanic, Asian, other), and SES (as measured by qualification for free/reduced lunch) at one urban high school in the state of Florida. Three major theories informed this study: Experiential Learning Theory, Social Cognitive Theory, and Constructivism Theory. The findings show if and to what extent there was a difference between CTE or GE delivery model in the academic achievement of the student in Reading and Math. The study employed binary logistic regression to address the research questions. As such, the first research question, students that participated in CTE were 10.253 times as likely to pass reading than those students that did not participate. The second research question, CTE was not found to be significant predictor of math score. This study has contributed to the understanding of the role of CTE in helping students achieve higher reading proficiency. [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.]