The purpose of this qualitative case study on implementing the Innovative High School Models Grant was to examine administrators' and teachers' experiences integrating college and career readiness programming into Career and Technical Education (CTE) pathways. Forward-thinking leadership and strategic partnerships were key to the initiative's success, enhancing teacher quality, industry involvement, student impact, and campus culture. Using Vroom's Theory of Expectancy Value as the framework, the study explores motivational factors and expected impacts driving the work. Recommendations include prioritizing teachers and leadership development, diversifying early postsecondary opportunities, and ensuring staff capacity for student support. The study's insights may inform best practices for integrating college and career readiness into CTE pathways, facilitating students' preparation for postsecondary education and professional success. [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.]