Career and technical education (CTE) has long endured public scrutiny and bias, but unfortunately, the extent to which varying opinions have permeated secondary schools remains elusive. A quantitative methodology, was used to examine secondary administrator, counselor, and subject-specific teacher opinions in CTE options, role in conveying job skills, and school leader ability for implementation. The largest distinctions were between middle and high school teachers. Policy-makers can establish consistency in messaging to reduce the stigma toward CTE, help promote comprehensive professional learning across all educator types, and include social emotional learning to augment skills and diversify access to CTE programming. © 2024 Taylor & Francis Group, LLC.
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