This qualitative phenomenological study was to explore the lived experiences of postsecondary Career Technology Education teachers. Career and Technology Education (CTE) has gained prominence as a vital component of high school curricula, aiming to equip students with practical skills and knowledge for future success in the workforce. This paper investigates the role of CTE support in enhancing academic engagement, performance, and subsequent outcomes for high school students. Utilizing a qualitative approach, including interviews and academic data analysis, the study explores the perceptions and experiences of teachers participating in CTE programs. Findings suggest that CTE support significantly contributes to increased academic engagement among students, fostering a sense of relevance and applicability in their studies. Moreover, students enrolled in CTE courses exhibit improved academic performance, as evidenced by higher grades and standardized test scores compared to their non-CTE peers. This academic success translates into enhanced post-secondary outcomes, including higher rates of graduation, enrollment in higher education institutions, and attainment of industry-recognized certifications. [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.]