Career and Technical Education (CTE) has predominantly existed parallel to academic education. Recently however, CTE and academic instruction have begun to intersect and merge. This confluence can be very beneficial for students with disabilities. Careful planning for both academic and CTE instruction is critical. It allows for students with disabilities to access the general education curriculum similarly to their nondisabled peers. Studies have shown that curriculum integration and academic CTE classes have a positive impact on test scores, technical skills, academic skills, and even dropout rates for students with and without disabilities. This annotated bibliography summarizes the literature addressing the ways curriculum integration and CTE programs with an academic focus impact students with disabilities. The target populations of these studies have included students with disabilities, students without disabilities, students in CTE classes, students not in CTE classes, as well as teachers.