This qualitative case study investigated high school students’ perceptions of career and technical education (CTE) programs, focusing on factors that impact their college and career readiness. The evolution of CTE from traditional vocational training to a comprehensive educational approach reflects the changing demands of today’s workforce, where success requires technical, academic, and employability skills. As states adopt CTE as a viable graduation pathway, particularly in Indiana, understanding student experiences in these programs becomes crucial. Through interviews with senior CTE concentrators at an urban high school, the study explored students’ motivations for persisting in CTE pathways, their awareness of available resources, and the perceived value of credentials, dual credits, and work-based learning. Using social cognitive career theory (SCCT) and Bandura’s (1977) self-efficacy theory as a framework, the research examined how students’ self-efficacy and career aspirations have been shaped by their CTE experiences. Findings highlighted strengths and gaps in CTE programs, providing insights for improving program quality and alignment with industry needs. Ultimately, this study contributed to a more equitable and responsive CTE framework, ensuring all students, regardless of background, have access to opportunities that prepare them for meaningful postsecondary pathways and workforce success. Insights from this study may inform educators, policymakers, and industry leaders on how to enhance CTE pathways to support a diverse, well-prepared workforce, and address historical inequities in educational access and career readiness.