This quantitative study evaluated the gains and evaluation outcomes of the compulsory Career and Technical Education (CTE) Introduction course. All Utah public school seventh-grade students are required to enroll in this school-year course. The matched-pair design used preexisting data to analyze 6,078 pre-and postsurvey responses collected at the beginning of the course and again at the end of the course during the 2011-2012 school year. The evaluation was viewed through a postpositivist lens and employed a theory-based evaluation model as the framework for analysis. The research questions addressed four student variables: career planning, career self-efficacy, career knowledge, and course evaluations. Gender differences along school counselor relationships were also evaluated as possible predictors on course evaluations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]