This research project sought to evaluate potential barriers limiting the use of augmented reality welding simulators into career and technical education welding curricula. This study used quantitative and qualitative case studies to address five objectives: (1) What is the operating cost of a CTE welding program, (2) Are there cost savings on consumables when implementing augmented reality welding simulators, (3) Does the implementation of augmented reality welding training systems benefit students, (4) Can CTE welding instructors identify the benefits of the implementation of augmented reality welding training systems, and (5) What barriers are keeping CTE welding instructors from implementing augmented reality welding training systems into their curriculum. To address the first objective, a case study approach was used with Illinois community college welding technology programs at the end of the spring semester of 2022. A questionnaire was distributed to the program coordinators using Qualtrics. Descriptive statistics were used to analyze the data. The results indicated that welding programs should plan for $31.67 for each student for every contact hour the students are in a welding course. A reasoned action model paired with an instrumental case study was conducted to address objectives two and three. This study sought to compare two groups of community college welding students completing an introductory shielded metal arc welding course. The control group received traditional teaching methods, and the experimental group was provided access to an augmented reality welding training system to aid the instruction provided. This study did not show a statistically significant difference in cost savings for consumables, but the results did demonstrate a statistically significant difference with the experimental group participant's confidence, perceived weld difficulty, and understanding of weld defects, and reduced the need for personalized demonstrations from the instructor. The last two objectives were addressed using a qualitative case study paired with a phenomenological framework. This study looked at the experiences of eight Illinois school-based agriculture education instructors who utilized an augmented reality welding simulator in their welding instruction during the fall of 2022. Three primary themes emerged: (1) equipment benefits, (2) equipment barriers, and (3) implementation strategies. The instructor feedback showed the equipment to be of great use for those new to welding and those timid about welding in the real world. However, the cost remains the most significant barrier to the instructors' implementation. The mixed results from this dissertation indicated that although the augmented reality may have potential for aiding instructors with teaching welding education, more work must be done to ensure the technology is cost-effective. Future research should be done to determine if the consumable costs are similar at the secondary level. Additional research should be done to determine if there is a consumable cost saving when implemented with other welding processes. Research should be done on finding cost-effective ways to expose more programs to augmented reality welding systems, such as a shared ownership program. [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.]