Industry certification and apprenticeship programs are vital in closing the labor shortage gap while improving graduation rates nationwide. New Mexico has trailed behind the rest of the nation in rebalancing the emphasis on skilled trades, particularly in rural schools. This phenomenological study interviewed ten Career and Technical Education (CTE) program administrators from rural schools in eastern New Mexico. Most of the participants were superintendents who also fulfilled the role of CTE program administrator. The research was framed in the context of social cognitive career theory (SCCT) due to its flexible nature in considering geographical rurality and sociopolitical ideals, which combines self-efficacy constructs with other social cognitive learning characteristics that address student barriers, supports, expectations, student and industry interests, satisfaction, career well-being and self-management (Ali et al., 2019; Brown & Lent, 2019). During data collection and analysis, four themes emerged that are directly related to the research question: (a) expansion of CTE programming, (b) aligning stakeholder interests to increase CTE industry certification and apprenticeship enrollment, (c) marketing CTE programs to students, and (d) removing barriers to CTE program participation. This research highlights the potential for positive social change by equipping students with in-demand skills and emphasizes the importance of collaboration, innovation, and adaptability in shaping the future of CTE education in rural communities. [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.]