Career and technical education (CTE), historically known as vocational education, is a collective term used to identify high school curricula designed to teach students job skills and prepare them for employment (Lynch, 2000). Transformations in the workforce have created a demand for teachers to be technologically literate and adept at using technology as a part of their teaching methods (Gaytan, 2006). The purpose of the study was to examine North Carolina CTE instructor's level of technology integration and related factors that could be used to predict technology integration including: perceived technology anxieties, barriers, and perceived teaching effectiveness. The research methodology included a survey design utilizing the frameworks of the Technology Acceptance Model (TAM) and the Kotrlik/Redmann Technology Integration Scale (KRIS). The sample was drawn from CTE teachers who attended the 2009 Summer Conference in North Carolina. The study was expected to show that CTE teachers were not fully integrating technology into their pedagogy due to barriers such as lack of time and training. The findings will be significant because they will help determine why CTE teachers are or are not integrating technology in the classroom. Additionally, findings from this study can be used to train administrators and other CTE teachers to better utilize technology. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]