Career and Technical Education (CTE) has proven itself through substantial research, to provide a positive impact on the U.S. economy and the job market in its college and career preparedness of high school students. However, the ability of school districts in retaining competent CTE teachers is not as reassuring. The progressive years for any beginning CTE teacher are during their initial tenure in the profession. Teacher self-knowledge is also developed during these years inclusive of the occupational reflection of either removing oneself from or continuing as a teacher. Therefore, it can be stated that it is during this period when professional learning opportunities, or the lack thereof, can formulate a basis of a CTE teacher's inherent decision to either remain or depart from the profession. From this presumption, the self-efficacy beliefs of beginning CTE teachers towards staff development is important to investigate to recognize if these experiences impact this construct. This qualitative research will seek to explore the experiences of beginning CTE teachers in their participation in a school district-implemented externship as part of their required CTE beginning teacher induction staff development as well as the sentiments of their mentors and principals. The identified research questions this research will focus on will be: (1) How does the beginning CTE teachers' participation in relevant and supportive professional development during their formidable years, impacts their decision to remain in the teaching profession? (2) How do a district's externship and other professional pieces of training impact a beginning CTE teacher's professional transformational learning and self-efficacy towards teaming, mentoring, leadership roles, and collegial inquiry? In addition, (3) How do a district's externship and other professional developmental systems of support affect a beginning CTE teacher's attitudinal phase in correspondence with the school year? It is the goal of this research to establish a connection to current existing theoretical constructs in this field from the data collecting process. [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.]