This study examined equity and access to career and technical education (CTE) programs. The research used a mixed-methods case study, which explored the factors influencing CTE pathway enrollment at a high school providing CTE education through California Partnership Academies (CPA). The study employed quantitative data sources such as secondary student data and a student survey instrument, which was analyzed using inferential and descriptive statistics. Qualitative data sources included interviews, open-ended survey questions, and academy-related documents. Qualitative data were analyzed thematically. The study discovered that CPA enrollment offered students academic and institutional benefits, but there was an unequal demographic representation of students across the academies. The study emphasized equity issues in CTE by highlighting the benefits and enrollment barriers in California Partnership Academies. It recommended implementing equitable practices and targeted interventions in CTE programs to foster inclusive participation and address disparities in enrollment. [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.]