This paper builds on current knowledge by examining patterns of career technical education (CTE) pathway completion for California public high school students in two consecutive years and using multiple data sources on course-taking, student demographics, and school characteristics. Specifically, the paper answers the following questions: (1) What are the most frequent CTE pathways completed by recent high school graduates?; (2) Who completes CTE pathways and how does CTE pathway completion differ by key student characteristics (e.g. race/ethnicity, socioeconomic status, English Learner status, students with disabilities)?; and (3) How do CTE pathway completion rates differ by key school characteristics (e.g. type of school, location of school, diversity of student body, and concentration of socioeconomic disadvantaged students)? Findings suggest that there may be clear differences in access or demand that must be better understood, and could also connect to funding incentives. For example, if lower-income Latino students participate in CTE at higher than average levels, but have more limited access to a breadth of pathways, the CTE policy landscape may hinder economic mobility rather the promote it. Furthermore, the gender-specific patterns of participation by sector also suggest that disrupting such patterns may be a policy lever that could be used to improve female representation in STEM fields if done properly.