This study investigated structural relationships among the constructs of supportive learning culture, school innovative climate, task-related job autonomy, and teacher turnover intention in career and technical education. The study applied organizational concepts to a problem typically approached from the perspective of teacher characteristics and school policies. Responses from a survey of teachers and administrators in a state's CTE system were analyzed with structural equation modeling. The statistically verified measurement model showed that organizational culture aspects significantly and directly influenced lower turnover intention, while the behavioral construct of task-related job autonomy did not. The authors concluded that CTE teachers approach job autonomy differently from other professionals, that a supportive learning climate and school leadership are essential to an innovative school climate and turnover reduction, and that research methodologies from human resource development can be successfully used to study CTE teacher turnover. Recommendations for further research include adding qualitative approaches and replicating the study with additional populations.