The Vocational Equity Research, Training and Evaluation Center (VERTEC) was established in 1988 to increase females' access to, and opportunities in, vocational education programs that are nontraditional for their gender. The research, technical assistance and advocacy that has been provided by VERTEC staff over the last 21 years has established a dynamic base of expertise around the issues of gender equity, and a more complex race and class analysis of gender equity issues in vocational, and increasingly, science, technology, engineering and mathematics (STEM) related education and occupational preparation. The funding provided by the Connecticut State Department of Education through the Carl D. Perkins Act (first authorized by the federal government in 1984 and reauthorized in 1998) has allowed VERTEC the ability to investigate gendered patterns of enrollment and retention in Career and Technical (CTE) and STEM education and provide technical assistance and advocacy based on VERTEC's applied research. Selected states' data (National Women's Law Center, 2005) as well as VERTEC's analyses of enrollment patterns suggest that gendered patterns persist in CTE. This publication is designed to offer faculty, staff and administrators guidance about the general practices which are associated with increasing gender nontraditional students in CTE areas and with specific examples of classes and programs which may be used as resources to improve both the numbers of gender nontraditional students and their experiences.