School closings in response to COVID-19 reduced the opportunity for students to engage in all learning including career and technical education (CTE). As a result of the COVID-19 disruption student opportunities for work-based learning and completion of hours required for professional certification was severely reduced. The absence of these experiences had the potential to create disruptions in the skill and experience accumulation for youth and their transition to the labor market. Prior research demonstrated that CTE training and certifications in high school improve earnings and employment outcomes for students, particularly those from marginalized communities. This paper uses administrative data from Massachusetts to investigate whether COVID-19 disruptions differentially influenced outcomes for CTE students relative to non-CTE students. We find graduation rates fell for all students, but students in specialized CTE high schools experienced smaller declines. These smaller differences were apparent for CTE students from lower-income families and those with disabilities. In contrast, students in large cities where the influence of COVID-19 was elevated fared less well, even among CTE participants. In contrast to educational attainment, graduating seniors continued earning industry credentials comparably to pre-COVID-19 rates. This work illuminates how the pandemic disrupted youth transitions to adulthood, particularly in marginalized communities.