This is a study of 1,134 high school students enrolled in career and technical education (CTE) classes for which they could receive articulated credit at a local community college. We sought to understand why students take CTE classes, what their career aspirations are, whether or not they know about career opportunities in CTE fields, and whether or not their career aspirations align with their CTE coursework. Analysis contrasted responses of students at comprehensive high schools with those enrolled in a vocational high school program. Though vocational high school students' reasons for taking CTE courses were more positive, poor alignment between CTE class and stated career objectives characterized both groups of students. We discuss the implications on Career Pathways and articulated credit agreements involving partnerships between secondary and postsecondary institutions and make recommendations for policy, practice, and research around CTE and career development activities.