Collaboration is a bit amorphous, but research has highlighted important strategies and promising practices. Along with understanding the collaborative process, a deep understanding of school counseling and career and technical education (CTE) in each district is needed. For example, contemporary school counselors focus on the American School Counselor Association Mindsets and Behaviors, which include career development and competencies very similar to the National Association of Colleges and Employers (NACE) career readiness competencies. However, they also receive explicit and implicit messages on "college for all" (Nicola, 2020), and school counselors have minimal experience in CTE (Grewe, 2019), unaware that CTE is career and college preparation (Todd, 2017). They also may have less time with students than teachers due to student-counselor ratios. The 2018 Advance CTE report on the state of career advising and development highlighted the challenges for counselors making connections to CTE coursework and the connections between CTE and work-based learning. For example, only 27% of middle school counselors reported making connections to CTE coursework, even though they find value in doing so. While coordination does occur at the national (e.g., ASCA position statement and ACTE Counseling and Career Development Division) and state levels (e.g., Missouri Connections or Nebraska Career Education), the focus in this article is on promising practices in collaboration for unifying CTE educators and school counselors in your district and local school building.