Research findings concerning student participation in secondary career and technical education (CTE) have shown important differences that relate to the unit of analysis and the type of measures used. Those differences hide the complexity of CTE, depict an inadequate portrayal of students' participation in CTE, and hinder the possibility of having comparable analyses. At the core of such differences resides the assumption that CTE is a monolithic model and that CTE is offered equally in all schools across the country. I propose a two-pronged framework to better understand student participation in secondary CTE. First, I propose to focus research on specific CTE occupational programs (like manufacturing, agriculture, architecture, and so on) instead of examining CTE as an aggregate, overarching category. Second, I suggest using levels of CTE credit-taking, which better reflect the different models of CTE delivery. By using 2 credits, more than 2 credits, 1.0 to 1.5 credits, and 0.5 credits or less, research can better examine the impact of those levels in learning and acquiring knowledge and skills in CTE programs. This analytical framework can become a research tool for a more realistic analysis of CTE participation.