This study examines the potential of combining Collaborative Learning (CL) and Active Learning (AL) to enhance vocational students' academic performance and self-motivation. CL fosters teamwork, social interaction, and shared responsibility, cultivating communication, critical thinking, and problem-solving skills essential for modern workplaces. AL promotes autonomy, critical thinking, and deep understanding, transforming students into self-directed learners. Although CAL offers theoretical advantages, its implementation in vocational education faces challenges, including resource limitations and teacher resistance. Limited funding restricts access to resources, and some educators' adherence to traditional pedagogies delays CAL adoption. This study highlights the importance of increased funding, expanded teacher training, modern technology integration, and assessment reform in overcoming these obstacles. By addressing these barriers, CAL can equip vocational education students with the skills and knowledge for lifelong learning and career success.