Career and technical education (CTE) gives students access to skill development and greater economic opportunity, but challenges in the CTE system are pervasive for students of color, specifically Black and Latinx students. This study examines Black and Latinx high school student and teacher experiences with race in a profession-based learning program that awards CTE credits. This basic qualitative study is built around a conceptual framework that examines what racism is in CTE, how it creates barriers for people of color and how activating sociopolitical consciousness of students and teachers may enhance student agency. Findings reveal student and teacher perspectives defining race as skin color, strong beliefs in meritocracy, and individualized approaches that lead to a lack of awareness of systemic racism. Teachers play a critical role in supporting students through challenges, but they stop short of using their positions to elevate those challenges toward more meaningful systemic change. The recommendations for CTE programs are (a) examine the ability of students and teachers to identify and discuss barriers that exist because of race and (b) take action to increase sociopolitical awareness and critical consciousness.