In response to the most recent adoption of both the Carl D. Perkins Act (Perkins) and the CAPE Act, Brevard Public Schools (BPS) was required to implement work-based learning in all secondary Career and Technology Education (CTE) programs to ensure they receive federal funding. This qualitative case study explored the experiences of eight BPS secondary CTE teachers regarding the process of finding internship placement for their students since the inception of the district's work-based learning initiative for CTE programs since the inception of the program during the 2021-2022 school year as required by Perkins and Cape. Data was collected in two stages: first by conducting initial interviews with one to two teachers and second, by conducting two focus groups splitting all participants into two groups of four. Participants were BPS secondary CTE teachers whose students either participated in work-based learning programs or wanted to participate but were unfortunately unable to find internship placement during the 2021-2022 or 2022-2023 school year. Work-based learning internships were not new to all BPS secondary CTE programs. Data showed that some programs had continuously offered internships options to students since 2014. While this was the case for some, this was not the case for the majority of the participants involved in this study. Based upon the data collected, the overall understanding perceived from participants is that secondary CTE programs within BPS are not what they initially were intended to be. The typical BPS secondary CTE student is using CTE classes to make themselves stand out to colleges instead of using them as a future career path enabling them to forgo a post-secondary education. Students are using internships to show work experience to colleges, instead of using them as a career source upon graduating high school. Understanding this evolution is integral to understanding the success of a work-based learning internship program. This study highlights the importance of teacher buy in when it comes to implementing new programs. The BPS secondary CTE programs with the highest amount of teacher buy in, tended to have a larger success rate with obtaining internship placement as those teachers had formed a working relationship with local businesses. Having a strong relationship with local business, ensured that when obstacles presented themselves while students were attempting to obtain internship placement, that the local businesses were willing to work with teacher to find a solution that would ensure internship placement for their students. Internships need to form a bridge between BPS secondary CTE students and their post-secondary academic goals. To accomplish this, BPS needs to start a dialogue between BPS secondary CTE teachers, local businesses, and local post-secondary institutions to identify their needs and the needs of the students. Starting this dialogue would also help with some of the frustrations over what participants viewed as a lack of support, clarity, consistency, and unnecessary work added to their already overfull plate. The addition of a Lead CTE Teacher position, would also alleviate some of the extra pressure participants felt when it came to meeting the needs of their students as interns. The valuable data that was collected from the participants, provided ample information used to outline recommendations for stakeholders that would allow the work-based learning internship program to continue to grow. This study can also serve to inform others within the larger educational landscape as CAPE and Perkins are both national initiatives providing the largest amount of funding to CTE programs. [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.]