This quantitative study was conducted to determine if a relationship exists between former Missouri Career and Technical Education (CTE) concentrators' Technical Skills Assessment (TSA) performance and attaining related placement after high school, specifically analyzing for differences among racial/ethnic and socioeconomic status (SES) groups. The study included data from 65,606 students who graduated over a five year time frame. To investigate these relationships, multiple descriptive models were run and disaggregated by gender, race/ethnicity, and SES. Students who passed their TSA were more likely to attain related placement compared to those not passing, but disadvantaged (lower SES) and Black students across all CTE program areas had reduced odds of attaining related placement compared to not disadvantaged or other racial/ethnic students. Additional analysis to determine the relationship by CTE content areas included multiple binary logistic regression models. The findings demonstrate positive impacts of secondary CTE programs, but equity concerns are raised need further examination.