Studies show a need for career and technical education (CTE) faculty to have more instructional training. Greater use of evidence based instructional practices (EBIPs) would likely improve community college CTE program instruction by providing research-based guidance for effective instruction. Use of EBIPs remains low across all levels of education, and while there is some research into barriers impacting the use of EBIPs within universities and k12 systems, there is little research into barriers impacting use of EBIPs within CTE programs at community colleges. This qualitative study consisted of ten interviews with community college CTE faculty and staff to examine the central question of this study; what are the barriers to implementing EBIPs within CTE at County Community College. Themes within this study indicated barriers associated with faculty time, CTE faculty culture, and the teaching philosophy in which faculty were inclined toward. CTE faculty conceptions of EBIPs were generally negative and construed as not applicable to CTE, although there were outliers who took a more favorable stance toward use of EBIPs suggesting possible avenues for mitigating barriers. Findings indicated that program accreditation standards may nurture a culture of innovation and use of EBIPs, faculty inclined toward a more Humanistic teaching philosophy may be more likely to attribute value to the use of EBIPs, and characteristics of the program such as program demands for curriculum development influenced faculty perceptions of time for developing EBIPs. Implications of this study are that use of EBIPs may increase among CTE faculty with better assessment of department resources needed to develop EBIPs by the college, and that the culture of CTE faculty may be influenced toward greater use of EBIPs by advocating a more discipline-based EBIP use by professional development staff, adopting discipline-based professional instructional standards, and by expanding the instructional philosophy of faculty.