In northeastern United States vocational and technical high schools, students who participate in career technical education (CTE) demonstrate varying reading levels of informational literacy. CTE educators, in two high schools, were challenged to support students' literacy performance, which is critical for entry in post-secondary institutions or the workforce upon graduation. The purpose of this basic qualitative study was to explore CTE educators' experiences supporting students reading informational texts and instructional techniques used to read informational texts. Bruner's constructivist theory and Rosenblatt's theory of reading guided this study. Qualitative data were gathered through semistructured interviews from a purposeful sample of eight certified CTE educators with at least ten months' teaching experience. Data were analyzed inductively using manual and pattern coding to determine themes. CTE educators used a variety of resources available at their individual schools to address reading deficiencies. Additionally, multiple affective and effective reading methods were employed to help students read informational texts; however, there were gaps in technical instruction specific to vocabulary, comprehension, and writing. Based on the findings, a three-module online professional development plan was created to address the gaps in technical literacy instruction. Implementation of the professional development plan may contribute to positive social change through CTE educators learning and applying research-based technical literacy strategies in their classrooms, which could improve students' literacy performance and prepare them for future education and/or the workforce. [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.]