Career and Technical Education (CTE) is Federally funded, public education that is hands-on and skills-based. The purpose of this study was to identify the barriers that New Hampshire public high school students face when enrolling in a CTE program so that school administrators will be able to address those barriers and potentially increase enrollment. This study was a nonexperimental mixed methods study with embedded design. Data collection for this study was one anonymous, Internet survey distributed via email to NH school counselors. The survey consisted of 30 questions; four demographic questions, 24 quantitative questions based on a 7-point Likert scale, and two qualitative, open-ended questions for a narrative response from participants. The data analysis consisted of frequency tables and qualitative coding of the open-ended questions. Through this study, the researcher identified the following barriers that affect NH student enrollment in CTE: the time-of-day courses are offered and/or schedule of courses; lack of time in students' schedules; student and parent perceptions of CTE; and lack of information or need for improved information/marketing techniques. In addition, participants indicated three ideas for increasing enrollment in CTE programs: expand marketing; add new programming; and better alignment of schedule and/or school calendar. CTE has complex issues like the barriers identified in this study, however, there are potential solutions that school leaders can explore to ensure CTE is accessible to all students for many years to come. [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.]