Employers indicate their new employees lack the employability skills to be successful in the workplace. These skills are integral to the career and technical education (CTE) curriculum in Ohio. CTE teachers are responsible for grading and assessing student mastery of employability skills. This study examines Ohio CTE teachers' grading and assessment practices to determine student mastery of employability skills and provides an analysis to determine whether a relationship exists between their grading and assessment practices and demographic variables. The researcher sent a Google Survey to colleagues who completed the survey or forwarded the survey to eligible participants. Ninety-nine respondents completed the survey. Results indicate CTE teachers use behavior, work habits, and professionalism/employability often to determine students' grades for employability skills. Authentic assessments are used quite a bit or more by 93 percent of respondents. The cognitive level of assessments to measure employability skills focuses on having students apply what they learn quite a bit or more by 93 percent of respondents. The survey items were grouped into four factors for a multivariate analysis, revealing a significant interaction between a CTE teacher's career field and the multivariate factor, p < 0.001. Further research can examine why these interactions exist and how teaching and learning of outcomes related to employability skills are impacted. Many CTE teachers use grades as a measure of accountability, which can obscure a clear understanding of students' strengths and areas for improvement. Career and technical education teachers need professional development on research-based grading practices. [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.]