It is not known the extent to which CTE teachers compared to core teachers, student advisors, and administrators perceive the value of CTE programs in relationship to the 21st century skills needed for success in employment and postsecondary endeavors and the professional relationships needed to adequately support and grow CTE programs. The sample size for this qualitative case study was comprised of ten staff members who represented core teachers, student advisors, administrators and CTE teachers from a Colorado high school, which served approximately 1,200 students. The purpose of this study was to explore which factors influence the value CTE teachers, core teachers, student advisors and administrators place on CTE programs. The study investigated the perception of teachers, student advisors, and administrators related to the cross-curricular relationship between CTE and core academic areas. In general, this qualitative research study revealed that the non-CTE teachers had different opinions than the CTE group on the most valuable 21st century skills and activities for success. The results of this qualitative research study revealed the practical implication of developing this study into a more comprehensive statewide study for Career and Technical Education. The Colorado Career and Technical Education Organization Counseling Division has expressed interest in the current study for development of a state-wide study in order to continue to professionally develop teachers, counselors and administrators in regards to CTE and changes in Colorado education legislation such as CAP4K, new evaluations like Senate Bill 191, and standardized testing (TCAP). [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.]