Teacher attrition rates, although increasing across the board, are higher in Career and Technical Education (CTE) than in the regular education setting, especially those teachers who are alternatively certified. The purpose of this Delphi study was to evaluate and revise an online resource of the most beneficial aspects of new teacher mentoring and induction programs. The resource was evaluated by teachers, mentors, and administrators at career centers around the state of Pennsylvania. Situated cognition, andragogy, and autodidacticism were the theoretical basis of this study. Using a researcher generated questionnaire, participants were asked to engage with an online resource built to support novice and veteran teachers in CTE, providing iterative feedback until consensus was achieved, or at the end of three rounds. If changes were suggested to be made on a reviewed component it was included in the next round, even if consensus was achieved. A follow up interview was conducted to evaluate the potential impact an open resource such as this could have on CTE teachers. Elements of the CTE Survival Toolkit not achieving a minimum of 80% consensus rate within two scale points on a 5-point Likert scale, or elements receiving specific suggestions for improvement were reevaluated in successive rounds as necessary. The findings show the importance of specific resources deemed useful and effective as part of an online resource for Pennsylvania CTE teachers. [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.]