The purpose of this study was to describe Idaho superintendents' perceptions of Career and Technical Education (CTE) teacher's professional development needs. A descriptive instrument based on Borich's (1980) Needs Assessment Model was completed by 78 respondents (n = 78). Items related to teaching in a CTE program were assessed for importance, as well as competence of teachers towards the item. Mean Weighted Discrepancy Scores ("MWDS") were used to prioritize perceived professional development needs. Teaching critical/creative thinking skills and proper safety attitudes were the items with the highest importance ratings. CTE teachers were perceived to be most competent at teaching safety attitudes and practices. Integrating reading and writing standards into CTE curricula were found to be the highest rated perceived in-service priorities as measured by the MWDS. The findings offer direction for pre-service curriculum and in-service activities for CTE teachers. Input from district educational leaders and other stakeholders are a foundation for CTE in-service planning.