In an effort to individualize instruction and improve the effectiveness of instructor-learner transactions, education and instructional research has addressed a wide assortment of learner variables and assessed their relationships to instructional methods and environments. Adult education has recently seen the development by Conti and Kolody of a new model for the study and classification of learning preferences, which they call learning strategies. To accompany their model, they created a new assessment instrument named Assessing the Learning Strategies of Adults, or ATLAS. The purpose of this study was to apply the ATLAS test to identify and describe the learning strategies and the associated instructional preferences of students in CTE programs and to compare these results with those found in previous ATLAS studies of non-traditional learner populations. The subjects in this study were 621 career and technology education (CTE) students whose instructors were already using the ATLAS instrument as part of their instructional techniques. Data for the study were gathered from two instruments: The ATLAS test of learning strategies, and a short questionnaire developed specifically for the study. (Contains 5 tables.)