This study examined the Career and Technology Education teachers' perception of their preparedness to teach special needs students in a Career and Technology Education (CTE) program in a rural county in South Carolina. The study focused on CTE teachers teaching within inclusive classrooms, their perception as it pertains to the impact of access to mentoring and professional development has on their preparedness and the success of students with disabilities who attend CTE schools in rural school districts in South Carolina. The analysis attempted to determine how prepared Career and Technology education teachers perceive their preparedness to provide special needs students with a career and technology education and how vital preparedness is for students' ultimate educational and career success. This study examined the effectiveness of the various licensure and alternative programs that lead to the teaching profession. It reviews the impact that mentorship and professional development have on CTE teachers for job placement in CTE programs and the success that a CTE educational program has on the success of special needs students' success. A descriptive design with a quantitative and qualitative mix methodology was used in this study. It included the Statistical Analysis System's (SAS) statistical procedures for correlation, normality, and regression. Further, the study concluded the validity of the perceptions of teachers and their preparedness of the CTE program's success on student learning potential. It correlated these factors with CTE teachers' delivery of the program. A correlation was made between teachers' perceptions toward inclusion and the policies and procedures of the Every Student Succeed Act (ESSA) and the significance of those perceptions and policies in general education and special needs student success. Finally, a metric for the overall preparedness and success of CTE program availability, teacher survey response data, and CTE student participation data was utilized. The results of the study indicated that mentorship and professional development are integral precursors for student success and teacher preparedness in inclusive classroom settings. [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.]