Despite the many benefits of Career and Technical Education programs in high schools, these programs are in a pattern of decline in the United States. There is a gap in the literature regarding secondary administrators' perceptions of CTE programs in their schools, which is important due to the influence administrators have over programs offered, participation, and support of these programs. The purpose of this qualitative study was to uncover and explore secondary administrators' perceptions, educational backgrounds, embedded beliefs, and knowledge levels of CTE initiatives and programs in Texas. A generic qualitative research design was used to conduct this study. The purposeful sampling method yielded 12 participants employed as school or district level leaders in a large suburban Texas school district. Data was collected via semi-structured one-on-one interviews using Zoom and analyzed through a six-step thematic analysis with a reflexive approach. Themes that emerged in relation to research question 1, regarding administrator perceptions of CTE, revealed that administrators recognized the importance of CTE as an alternate pathway, its cost-effectiveness, and provision of workplace experience. They also indicated current CTE programs need to be better promoted and support and training are needed for CTE teachers. Themes that emerged in relation to research question 2, regarding administrator embedded beliefs of CTE, revealed beliefs that CTE benefits all students, it uses an interdisciplinary approach to instruction, and prepares students for their futures. The theme that emerged from research question 3, regarding knowledge level of CTE initiatives in Texas by administrators, revealed that there were significant variations in such knowledge. For research question 4, themes emerged regarding leadership skills needed by administrators to oversee CTE on their campus. The results indicated secondary administrators needed strong communication and organizational skills and to be knowledgeable of CTE programs. Three themes emerged related to the fifth research question. It was revealed that competitive college applications need to demonstrate traditional types of academic achievement, achievement varies by the individual student, and some areas of achievement are important for all students. Implications of the results for practice included communication (educators should promote CTE programs to internal and external stakeholders), implementation (CTE courses and pathways should be implemented based on student and workforce needs), and training (educators should receive CTE training). It is recommended that further research is done on methods used for students, parents/caregivers, and teachers on how they learn about CTE programs, what communication and organizational skills CTE administrators possess, and how they use these skills to implement programs. [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.]