The quality of math standards within career paths is an important one, as it can indicate whether career and technical education (CTE) students are receiving a rigorous academic and technical curriculum. This is especially important as the CTE field has expanded to include technology and pre-engineering (often called STEM fields) as well as more "traditional" fields, and many CTE concentrators go on to postsecondary education. In this article, the author describes the results of her review of the embedded academic standards in CTE disciplines in eight states--Nebraska, Georgia, New Hampshire, Massachusetts, Connecticut, Maine, Alabama, and Louisiana. Through a review of state CTE standards, state academic standards, and crosswalk documents, the amount and type of state math standards linked to CTE was evaluated. These standards were compared with the Common Core (2010) academic standards to determine whether the requirement for academic rigor that Perkins IV requires was being met. The data revealed a wide variation in presentation of state standards, and the levels of math knowledge linked to CTE areas. Overall, the results of the data review show that states are making progress toward defining a curriculum that is both rigorous and integrated. The level of math achievement in CTE continues to be a problem, though, with many standards not truly reaching the levels set forth in the Common Core curriculum for high school math courses.