The underlining purpose of all career and technical education (CTE) strives to prepare students for the world of work. Schools throughout the country offer CTE programs, yet manufacturing, healthcare, and STEM industries struggle to fill entry-level employment vacancies. This exploratory narrative qualitative study aimed to explore the stories of CTE program graduates and their decision-making process to pursue entry-level employment in their field of study immediately after graduation. The focus of the study was on the experiences the graduates had while in their chosen program of study. Each interview explored what administration, pedagogy, and career exploration methods may have led students to the most skills attainment to pursue and receive entry-level employment immediately after graduation in their chosen industry. The study results provided insight for administration, instruction, and career exploration stakeholders to ensure schools provide students with adequate skill attainment for career acquisition in all CTE programs. First, CTE leaders and practitioners must refine their instruction to help develop a student's skills to make the necessary connections for success. Second, agreater emphasis on work-based learning must take place. Third, there must be program equity in access and instruction. All CTE students need opportunities to help them transition from student to employee. Fourth, work-based learning should not be exclusive to capstone courses. Fifth, students should have multiple opportunities to obtain an IBC. Sixth, recruitment efforts should focus on informing all and highlighting student outcomes. [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.]