Despite the need to provide differentiated instruction to diverse learners in contemporary CTE programs across institutes of higher education, little research has explored the actual classroom instructional strategies employed in postsecondary settings. To that end, this study found 387 CTE faculty most frequently use interactive lecture, questioning, whole-group discussion, and guided practice in their courses. While, the most infrequently used instructional strategies for CTE faculty included question and answer methods using clickers, synchronous online lecture, video creation, student-generated examinations and quizzes, and reflective blogs. As such, recommendations are articulated for both novice and experienced CTE doctoral students, faculty, and instructors regarding alternative pedagogies they might consider when teaching CTE courses. (Contains 3 tables.)