LGB individuals--those who identify as lesbian, gay, or bisexual--are underrepresented in many careers. Our study explores differences in the CTE participation of LGB students compared to heterosexual peers during high school. Using nationally representative longitudinal data, we examine differences in high school CTE coursetaking by LGB status--and as that intersects with gender. We also examine school-level factors that might explain the differences we observe. We address the following three research questions: (1) What are the CTE coursetaking patterns of LGB students in high school and how do they compare to the CTE coursetaking patterns of heterosexual students? (2) What school-level factors in high school might explain any observed differences in CTE coursetaking by LGB status?