This is a review of the literature that focuses on the gap in the available scholarly inquiry into Black females' participation in Career and Technical Education and their underrepresentation in non-traditional, high-paying career clusters, and those Science, Technology, Engineering, and Math (STEM) fields broadly. Through an initial review of the literature, variables such as perception, equity, and microaggressions are analyzed for their effect on the population in question. This study will seek to explain how these variables affect the course taking habits of Black females in CTE. The literature that concerns Black CTE students and the literature that concerns Female CTE students are explored individually and is beneficial to developing an understanding of the multifaceted nature of the general population of interest, Black female CTE students. Race and gender are separated in hopes of highlighting the lived experience of this group, Black females, and how their identities within these two groups and unique challenges as a result of those identities comingle, intersect, and synergistically create compounded issues and barriers as a part of and participant in a CTE program.