We use data on high school students and teachers from Washington state to connect the observable characteristics of career and technical education (CTE) teachers to various non-test outcomes (absences, disciplinary incidents, grade point average, grade progression, and on-time graduation) of students with and without disabilities in their classrooms. We find that students participating in CTE tend to have better non-test outcomes when they are assigned to a CTE teacher from the state's Business and Industry pathway--designed for CTE teachers with 3 years of industry experience but no formal teacher preparation--relative to being assigned to a traditionally prepared CTE teacher. These results can inform efforts in Washington and across the country to develop and support similar alternative routes to CTE teacher licensure.