A quasi experimental study tested a contextual teaching and learning model for integrating reading and mathematics competencies through 13 introductory career and technical education (CTE) courses. The treatment group consisted of students in the 13 introductory courses taught by the CTE teachers who designed the units and the control group consisted of students in all other non-integrated sections of the 13 introductory courses. After a 26-week intervention, 9 and 10 grade student state reading and mathematics test scores were analyzed to determine if the mean change in post-test scores was greater in the treatment group than the mean change in scores in the control group. Quantitative analysis revealed that the integrated CTE courses were statistically significant in improving reading treatment group scores, but not statistically significant in improving mathematics treatment group scores.