This study sought to identify alignment and allocation habits of public, two-year postsecondary institutions with the purpose and intent of the Carl D. Perkins Act. More specifically, it aimed at determining the primary areas of use of the grant and attempted to identify ambiguities and success of the Act. Both qualitative and quantitative data was collected utilizing thematic analysis and interviews with Perkins grant administrators. The study reveals that there is a philosophical divide regarding the focus of the Act as either a mechanism for programmatic improvements or a means to support career and technical education students. Additionally, the findings revealed that funded positions are the predominate method used by institutions to meet Perkins performance metrics.