Retaining new teachers has long been an issue that has plagued K-12 education (Garcia & Weiss, 2019; Ingersoll, 2001; Kelchtermans, 2017). While there is significant literature on general K-12 teacher retention (Borman & Dowling, 2008; Chapman & Hutcheson, 1982; Hanushek et al., 2004; Whipp & Geronime, 2015), there has been little research, especially utilizing quantitative methods, to specifically examine the retention of new Career and Technical Education teachers. CTE should be studied separately from general the general K-12 teaching workforce due to unique differences between CTE and traditional academic programs. Key differences include competition with private industry for talent (i.e., CTE teachers must possess knowledge that is valuable in the private sector), declining enrollment in CTE teacher preparation programs combined with increasing student enrollment in CTE classes, and additional responsibilities (e.g., hosting advisory committee meetings, seeking industry certification, and advising career and technical student organizations(Bottoms et al., 2013; Brand et al., 2013; Fletcher & Gordon, 2017; Horne, 2010). This research employed teacher licensure data from the Georgia Professional Standards Commission and the Georgia Department of Education that included five years of records for new CTE teachers. A series of logistic regression models were built to examine the association between educational attainment, age, teaching in an in-demand field, geography, and school climate and retaining CTE teachers for the first five years of their career. The analysis found statistically significant associations between CTE teacher retention and teaching in an in-demand field, geographic location of the teacher (i.e., urban/rural), and school climate. No statistically significant relationship between CTE teacher retention and age or educational attainment were detected. This project demonstrates the value of utilizing administrative data (i.e., state teacher licensure data) for analyzing CTE teacher retention. Future research efforts could pool additional cohorts of CTE teachers to expand the sample size and work with teacher licensure data owners to secure access to additional variables of interest, such as teacher preparation pathway. [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.]