This study focused on identifying and categorizing the perceptions of teachers, counselors, and administrators related to career and technical education (CTE) and academic core (AC) curricula in a large school district. Control group actions' perceptual control theory (PCT) was used as the conceptual framework for the study. PCT is a model of the organization of human thoughts, explaining how people control what happens to them and how perceptions, goals, actions, and reality are interrelated. PCT was chosen because of the importance of educators' perceptions regarding AC, CTE, and blended curricula were integral to the study, in order to understand survey and interview responses. CTE and AC curriculum components are often perceived as conflicting or separate at many public schools. PCT can be extended to CTE and AC curricula. This study characterized the current perceptions of the stakeholder groups regarding those curricular areas. Research questions involved examining participant perceptions of integrating these curricula and discovering the barriers to such integration. A survey was conducted, as were interviews, both of which provided a qualitative view of respondent perceptions. Data were transcribed, sorted, coded, and analyzed for themes. Three themes that emerged were: (a) individualized approach, (b) importance of blending learning, and (c) obstacles to integration. Results indicated that perceptions of barriers affected the full integration of AC and CTE in the classroom. Implications for positive social change included providing the school district with research based curricula improvements that can result in students maximizing earning, learning, and employment potentials. [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/en-US/products/dissertations/individuals.shtml.]