The purpose of this case study is to examine the understanding and implementation of college and career readiness skills among career and technical education (CTE) teachers and administrators in a technical high school setting. A qualitative study was conducted at one technical high school located in an urban setting in the state of Connecticut. The primary research question is: How are teachers and administrators in a career and technical high school integrating college and career readiness skills into their academic and career programs? The study also examined two research subquestions. Subquestion one was: How do school teachers and administrators understand college and career readiness skills in the selected district? Subquestion two was: How is student progress toward obtaining college and career readiness skills assessed and measured? Twelve educators were interviewed as part of this case study, including academic and career technology teachers, as well as school administrators. Findings revealed that teachers focused on integrating basic skills, technical skills, technology skills, and soft skills. Teaching strategies included goal setting, collaborative projects, and self-reflection. Students were most often assessed on presentations, production work, electronic portfolios, and earned credentials. Recommendations for further research include a mixed-method study of student understanding and perception of college and career readiness skills that includes a post-graduate survey to compile data on college completion rates and placements in selected careers. [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.]