This phenomenological study explored the effects of five constructs of learning on student employability as perceived by secondary CTE teachers at a career center in Southeast Texas. Interviews of 11 career center instructors were coded and analyzed using thematic analysis to reveal themes for interpretation. The learning and employability model was used to frame the following research questions: What role does subject knowledge, skills and understanding play in the employability of students? What role does career development learning play in the employability of students? How does work and life experience influence the employability of students? How do generic skills impact the employability of students? What role does emotional intelligence play in the employability of students? Criterion sampling was used to identify teachers with three or more years of teaching experience or five or more years of industry experience. The findings of the study can be used to assist educators in formulating pedagogy and curriculums that enhance secondary CTE students' employability skills. Moreover, experiences from this phenomenological study could serve to improve the culture and climate of schools as well as build collaborative relationships with industry leaders. [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.]