Abstract
Career and Technical Education programs are pipelines for preparing students with skills for higher education and career readiness. With the inception of the Morrill Act of 1862, CTE as we know it today, has existed for more than 160 years. The purpose of this study was to determine the current reality of the professional development needs of CTE professionals in Idaho. The Borich Needs Assessment Model framework was used to calculate the discrepancy score for each item to determine the “what is/what should be” scores to identify the perceived PD needs of CTE teachers in Idaho. The results indicated that the top three perceived areas for PD by secondary and postsecondary CTE teachers were teaching students to think critically and creatively, motivating students to learn, and the ability to use the local advisory committee to acquire resources to sustain the local program.