Drawing on social cognitive theory, this study examined the relationship between student and school-based factors (e.g., educational aspirations, quality of the program of study, and adults' impact on college enrollment) and students' academic engagement and satisfaction with student life in a career technical education (CTE) setting. This study sought to answer the following research question: What features of the CTE model predict academic engagement and student life satisfaction? Participants were 267 urban youth in 11th grade and 12th grade who were recent graduates of a career education program in southern California. Results indicated that when adult role models are engaged more directly in encouraging and supporting students' educational and career choices, students are more able to make educational and career choices.