With current focus on academic proficiency, career and technical education (CTE) programs have received less emphasis as an alternative to traditional high school curricular experiences. Yet, this study found that when compared to peers in general high school settings, students in one rural CTE high school center perceived significantly more appeal, challenge, choices, meaningfulness and self-efficacy in their classrooms. Thus, an extensive qualitative study provided insights into this environment that distinguished it from more traditional secondary school settings. Themes of professionalism, sense of community, and reason to learn emerged in data analyses. Results offer methods that secondary educators can use to engage students in meaningful, challenging learning. Further, data revealed the experiences of students in this center's CTE programs. Findings led to the conclusion that efforts to leave no children behind should include CTE as part of the continuum of educational services. (Contains 3 tables and 2 footnotes.)