This mixed method study examined the implementation of teacher literacy practices into Career and Technical Education (CTE) programs and the impact on college and career readiness at a career center in a north suburban center in Illinois. Twenty-two educators were surveyed about implementation of literacy strategies, with six participating in an additional interview. Eighty-five students who attended and completed a dual credit course at the career center were surveyed about literacy experiences. Data were utilized and analyzed with instructor practice information to gauge gaps in implementation and correlations between practice and college and career readiness. Research was driven to determine if implementation gaps existed in the implementation of Common Core literary strategies in CTE courses which might impact college English remediation, how literacy components were integrated, and what the benefits, challenges and implications were of integrating literacy components into CTE courses. The study found implementations gaps were present and a weak negative correlation existed between five literacy strategies and college readiness. Four themes emerged in the educators' interviews: leadership, professional development, implementation and resources. Through the utilization of a mixed method approach, the researcher was permitted to further explore the complexity of literacy integration and identify implications for literacy integration. [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.]