The purpose of this study was to examine a north-central Texas, suburban school district's teacher perceptions of the changes and adaptations that CTE programs experienced during the COVID-19 pandemic, in an attempt to identify lessons learned and assess practices borne of the necessity. In early 2020, COVID-19 disrupted education and required many changes to educating public school students. CTE programs traditionally provide instruction through hands-on training and experiential learning. The pandemic made this traditional delivery of instruction difficult, if not impossible. This research involved a phenomenological study investigating the changes that teachers went through in continuing to teach in their CTE programs while students were able to attend in both virtual learning and face-to-face environments. Interviews were conducted and a qualitative data analysis was undertaken to identify specific CTE programmatic challenges perceived by teachers, systemic changes in CTE classrooms which have resulted in benefits and disadvantages to student learning, and the benefits and disadvantages of support that was given by the school district during this time. The research study data analyses revealed teachers received support from their district in the form of time, software, training, and administrative regulations. Key themes identified from the research include challenges, pedagogical changes, and district support. The teachers adapted instructional methods to ensure all students received instruction whether in-person or through virtual-learning modalities. Other findings revealed the challenges that teachers faced when attempting to teach students in an experiential manner while following school and health regulations to keep stakeholders as safe as possible. Information gleaned from this study can subsequently be useful to the CTE teachers and administrators in this particular school district when addressing potential, future programmatic changes and updates that improve the teaching and learning process. [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.]