This qualitative study investigated the factors contributing to limited access to Career and Technical Education (CTE) programs in rural high schools in the United States. Despite the potential benefits of CTE programs in preparing students for the workforce, studies showed that underrepresented groups have limited access to CTE programs, particularly in rural areas. The study addressed this gap in the literature by gathering evidence from rural high school CTE teachers to identify barriers to enrollment in CTE programs, provide insight into high school factors that reinforce these barriers, and inform policy and implementation related to CTE programs. The theories of social constructivism and expectancy-value, which highlight the importance of social interactions, discourse, and motivation for learning, provided the theoretical framework for this investigation. A sample size of 21 participants was selected through a purposive sampling technique. Data collection was conducted through semi-structured interviews, and data analysis was completed through thematic analysis. The findings of the study contribute to the literature on access to CTE programs in rural areas and provide a framework for future research. Ultimately, an equitable CTE system that provides access to high-quality CTE programs to all students will improve students' career prospects and contribute to the country's broader social and economic well-being. [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.]