A notable segment of high school students interested in STEM careers is underserved by the traditional college preparatory-vocational education duality structure employed by public school systems over the past decades. The mismatch between student interest in STEM vocational pathways and the "college-for-all" precept indicates that our secondary school model fails to prepare students for a large segment of high-growth occupations immediately available after high school graduation. Within the American high school, academically-minded students rarely elect CTE pathways because of the life-changing commitment they require. Often, the CTE choice removes a student from like-minded peers who share a strong affinity toward school, conflicts with extracurricular programs, and hinders the scope of electives due to limitations within the master schedule. For many, the cost to attend off-site CTE programs is too high. This tension inherent in the CTE model strains loyalties and erodes in-school opportunities beyond perceived value, yet many will opt into fields of study that provide a low return-on-investment while lucrative high-tech STEM trade careers are ignored. This research evaluates the effectiveness of an advanced manufacturing apprenticeship program embedded in a traditional high school curriculum. In 2014, Highlands School District partnered with Oberg Industries, a world-leading manufacturer of high-precision metal products for the aerospace, medical, and tool and die sector to form the Junior Apprenticeship Advantage (JAA) program. A specific curriculum consisting of Computer-Aided Design (CAD), Geometric Dimensioning and Tolerancing (GD&T), Metrology (Measurement Science), and Advanced Geometry/Trigonometry is taught by Highlands faculty in conjunction with traditional senior year classes. Additionally, students in this program travel to Oberg's facilities twice per month during the school year for job-shadowing experiences working with Oberg's skilled craftspeople. This study finds the JAA program is effective at preparing students for advanced manufacturing apprenticeship certification training. Quantitative and qualitative data from survey instruments, training records, and institutional financial documents provide evidence to compare JAA graduates directly with their otherwise similar CTE counterparts. Although JAA graduates begin at a slight deficit in manufacturing skills, results show their academic focus and intellectual range allow them to rapidly acquire industry certifications which earn them the most prestigious and coveted positions within the organization. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]