A growing body of evidence points to increased interest in and positive outcomes of participating in Career and Technical Education (CTE). We examine selection into CTE high schools of choice in Massachusetts, a state that has made large investments in CTE, and CTE-dedicated high schools, where interest in attending the schools regularly exceeds capacity. We use longitudinal data, surveys, focus groups, and interviews to understand which students plan to attend CTE-dedicated high schools, why they choose them, and what barriers or disparities exist in the school choice process. These findings raise important questions about the role of equity in access to CTE.