As career and technical education (CTE) has evolved, many school districts that offer high-quality CTE programs such as career academies have found that these programs attract disproportionate numbers of students from historically advantaged populations. Drawing on data from a study of career academies in a large California school district, this article discusses findings related to which groups of students participate in career academies, as well as barriers to equitable access. Combining administrative data on career academy and CTE course participation, as well as interviews with more than 60 students and 44 teachers and administrators, the paper discusses patterns of participation related to student race/ethnicity, gender, socioeconomic status, multilingual learner status, disability, and academic achievement. The authors discuss lessons learned about ways districts can promote equitable access to high-quality CTE programs and reduce barriers to entry, with a focus on using data to identify access issues and monitor improvement strategies.