Many students lack the comprehension skills required to navigate high school and the world (Turner, 2019). This qualitative narrative analysis study examined how the background of Career and Technical Education (CTE) educators' shaped their educational experiences when embedding literacy in the CTE curriculum. The researcher interviewed ten CTE teachers in two public schools in the Mississippi Delta to understand CTE teacher experiences with embedding literacy in Grades 9-12 CTE content area classrooms. CTE teacher experiences regarding integrating literacy into the CTE curriculum and degree of certification was explored using Bandura's social cognitive theory as a theoretical lens for this research (Bandura, 1986). Self-efficacy, environment/background, and outcome expectations determined the CTE curriculum's links and teaching literacy experiences in the CTE content area. [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.]