Public community colleges enroll nearly half of all undergraduate students in the United States and many of these students are enrolled in 1- and 2-year Career and Technical Education programs. Employers have indicated that colleges should place more emphasis on reading, writing, and critical thinking skills. Career Technical Education can address the gap between employer expectations and students' skills through classroom redesign. In 2011, a consortium of California community colleges received a Trade Adjustment Assistance Community College and Career Training Grant from the U. S. Department of Labor to address post-secondary educational needs and improve student outcomes in an economically distressed area. The consortium adopted eight guiding principles to inform their work within designated Career Technical Education pathways. The purpose of this research study was to explore the implementation of one of the eight guiding principles---embedded remediation. The study used a qualitative, multi-case study method to discover promising implementation practices, and was guided by five research questions: How can embedded remediation at each case study community college be characterized and how did the implementation evolve? How are faculty trained to embed remediation? How do faculty members perceive that the implementation of embedded remediation has affected student learning, completion and preparation for employment? What recommendations do faculty members have for embedding remediation in CTE programs? How do students perceive embedded remediation in relation to their learning? Data were collected using semi-structured interviews, focus groups, observations, and documents. Faculty, tutors, and students at the three case study colleges participated in the study. A content analysis was used to identify themes and triangulate data from different sources. Finally, a cross-case comparison was conducted. Several themes emerged from the study including the importance of on-going communication among faculty, with the institution and with students; the use of trained tutors to provide supplemental learning both within and outside of the classroom setting; professional development for faculty to assist in the paradigm shift of classroom redesign; and collaborative learning for faculty and students. Based on the findings, promising practices were developed for implementing redesigned vocational pathways that support student success. [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.]