An action research study was conducted to determine if attending a targeted, differentiated professional development could impact beginning Career and Technical Education (CTE) teachers' readiness to teach students with special needs. The action research consisted of two iterations of a professional development intervention which was designed to improve the beginning CTE teachers' knowledge of special education, ability to plan for students with disabilities, and their perceptions of support with students with special needs. There were five beginning CTE teachers in each of the two professional development interventions. To determine the professional development intervention's impact on beginning CTE teachers' knowledge of special education, the researcher analyzed self-reported knowledge scores from a pre- and post-intervention survey and data from a pre- and post-knowledge module quiz. When determining the professional development's impact on beginning CTE teachers' ability to plan for students with disabilities, the researcher examined self-reported scores from the planning section of the pre- and post-intervention survey, lesson plan scores from components of the Danielson Framework for Teaching, and a checklist used to measure planning for Planning and Placement Team (PPT) meetings. Lastly, in assessing the intervention's impact on beginning CTE teachers' perceptions of support, the researcher used self-reported support scores from the support section of the pre- and post-intervention survey, and semi-structured interviews. Modifications were made to the iterations based on researcher reflection and data from previous iterations. A third iteration was conducted to prepare the final product of the professional development intervention. Results and findings from the action research study showed that the professional development intervention did have an impact on beginning CTE teachers' knowledge, planning, and support in terms of students with special needs. Insights from conducting this action research study will inform this researcher's future planning for induction of beginning CTE teachers. [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.]