This report uses data drawn from the 2011-12 Schools and Staffing Survey (SASS:12), administered by the National Center for Education Statistics (NCES) in the U.S. Department of Education, to present an in-depth look at the career and technical education (CTE) teaching profession today. The purpose of this report is to provide policymakers and practitioners with information about such critical issues as CTE teacher supply and demand, preparation, certification pathways, professional development experiences, working conditions, and job satisfaction. This report provides national statistics, as well as regional breakdowns on some measures, and serves as a source of information for questions related to the recruitment, training, and distribution of CTE teachers in public high schools. The report describes CTE teachers in public high schools and compares them with public high school teachers overall and with non-CTE public high school teachers. In addition, the report presents comparisons among CTE teachers by their CTE main teaching assignment field--occupational education (OCC), family and consumer sciences education (FCSE), and general labor market preparation (GLMP)--and, among OCC teachers, by their specific occupational field. The report also offers a preliminary look at how the number and mix of CTE teachers changed between school year (SY) 2007-08 and SY 2011-12. Because CTE teachers work in a variety of settings, including CTE-focused schools, comprehensive high schools (or "regular" high schools, as referred to by SASS:12), charter high schools, and other types of high schools, results from comparisons among these school categories are also presented. The measures reported can serve as benchmarks for state and local officials to compare their CTE teacher pipelines and professional development practices with the broader national context. Some of the key findings are summarized.