This non-experimental, quantitative study used a correlational research design to determine if a significant, positive relationship existed between students' completion of a series of CTE courses and earning industry-recognized credentials and sense of self-efficacy toward employment pursuits. The study further sought to determine if a relationship existed between GPA scores in core and CTE courses and students' sense of self-efficacy. Framed within Social Cognitive Career Theory (SCCT), data collection included a self-efficacy scale, demographic survey, and transcript review. Data analysis consisted of descriptive statistics using the Pearson's r for correlational results. No significant correlation was found between students' core and CTE GPAs and self-efficacy. However, a weak, positive correlation was found in students' course-taking with IRCs and the self-efficacy variables of perseverance and performance. An unanticipated finding from the self-efficacy scale found all students, regardless of race or gender, exhibited high mean scores across the individual questions. Findings were supported by the literature on the self-efficacy domain of mastery experience in relation to school environment and contextual teaching and learning experiences. Implications for practice in school settings are discussed and recommendations for future research are provided. [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.]