Vocational education was once synonymous with tracking--the systematic funneling of low-income, underrepresented minority, limited English proficient, and low-achieving students into technical pathways with limited educational and economic benefit. But more recent research has found that students who concentrate in career and technical education (CTE) may actually be more likely to go to college than otherwise equivalent students who do not. This report uses statewide administrative data housed in Texas' Educational Research Center at the University of Texas at Austin. The data repository contains detailed information on students' demographic and academic backgrounds, including transcript data of every course they completed in high school. The cohort of high school graduates analyzed in this study includes more than 300,000 students. The author paints a descriptive portrait of career and technical education (CTE) in Texas by examining the general patterns of CTE course taking and concentration, defined as students completing three or more credits in the same CTE subject, and he explores how these patterns vary across regional and district lines in Texas. Further, he assesses the extent to which CTE course taking is related to students' demographic characteristics and investigate the academic achievement and other course-taking behaviors of CTE concentrators.