This phenomenological study of how virtual learning can transform the Career and Technical Education (CTE) program in the state of Pennsylvania allowed the researcher to explore the impact of virtual learning after the COVID-19 pandemic that began in March 2020. The researcher created questions and interviewed twenty-three participants from the east, central, and west regions in the state of Pennsylvania. To explore the impact of virtual learning in CTE the research and the study were based on the Innovation of Diffusion Theory, Theory of Planned Behavior, Technology Acceptance Model (TAM), Unified Theory of Acceptance and Use of Technology (UTAUT), Technological Pedagogical Content Knowledge (TPACK), Unified Theory of Acceptance and Use of Technology 2 (UTAUT2), and SAMR Model. Based on the broad research of these models, virtual learning tools, and the role of teachers, students, and administrators in technology integration, the researcher created a technology integration model. Technology integration relies on three layers. The entire model is dependent on the foundation layer called pedagogy. The second layer is called CITE (Content, Infrastructure, Training, Exposure) and the third layer is called ASK (Action, Support, Knowledge). The study also includes leadership and policy impact, research limitations, and recommendations for future research. [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.]