Career Technical Education (CTE) policies and programs have increasingly focused on supporting the needs of historically marginalized learners and closing access and performance gaps among learner groups. Perkins V, the latest iteration of federal CTE legislation known as the Carl D. Perkins Career and Technical Education Act, is part of this trend. The law defines nine learner groups as special populations and includes a number of provisions that address expanding access to and supporting success in CTE programs for these learners. This brief will describe strategies that states and local CTE leaders can use to support migrant and undocumented learners--two learner groups that are not named as special populations in the legislation but may benefit from strategies to close gaps.