This article explores some of the ill-defined provisions of the No Child Left Behind Act and its compelling arguments. The No Child Left Behind (NCLB) Act of 2001 was born in controversy, and the passage of time has not lessened the controversy surrounding it. Initially, this act appeared to be legislation which would have little or no impact on career and technical education. Students who dropped out of school or who failed to achieve basic competencies could still expect to find gainful employment and, basically, enjoy the American dream. Many have shared beliefs that the failure was attributed to the system rather than to the students. Nonetheless, the intent of NCLB was closely tied to a desire to produce an adequate workforce of skilled laborers. This is certainly a core value which drives career and technical education (CTE) program planners. Therefore, CTE educators need to involve themselves in the drive to modify NCLB's assessment of outcomes and to define the criteria for teacher qualification. Common school and CTE educators need to participate in the clarification of the highly qualified teacher concept. Both groups must work together to create alternative assessments which can demonstrate both academic and vocational success.