There is currently an identified shortage of individuals properly trained and qualified to meet current and future automotive industry needs in a variety of career areas (Mayersohn, 2017). This problem is partly driven by the fact that automotive technology is advancing at an accelerated rate making effective automotive technology education programs more important than ever (Mayersohn, 2017; Rogers, 2019). The purpose of this study was to evaluate what elements contribute the most to student achievement in a highly successful post-secondary automotive program. An examination of the literature revealed that research addressing this problem is somewhat limited. The majority of studies about student success in career and technical education (CTE) programs of this type were done at an institutional or state wide level and generally did not focus on single career and technical education programs such as this two-year post-secondary automotive technology program. The study was action research using a mixed methods explanatory design implemented to determine if an observed relationship exists between student success and certain attributes and activities of the automotive technology program. The data revealed that a significant relationship exists between several attributes and activities of the program that was studied. The findings also showed that using a mixed methods approach was essential to developing a comprehensive understanding of the data. [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.]