The problem this study addressed is Career and Technical Education (CTE) teachers' perceived concerns of the eTeacher certification process and perceived support needed to increase CTE teacher participation in the process. Although an eTeacher certification process is available and free of cost in the Western Pacific region, local secondary CTE teachers have resisted enrolling in certification courses resulting in few CTE offerings for the distance education program. The purpose of this study was to explore the perceived concerns of CTE teachers, and the perceived support needed to increase participation in the eTeacher certification process to teach online CTE courses in the Western Pacific region. The conceptual framework of the study was the stages of concerns model (Hall, 1979). The study was guided by two research questions focused on the perceived concerns of secondary CTE teachers regarding their participation in the eTeacher certification process and perceived supports needed to encourage secondary CTE teachers to participate in the eTeacher certification process to teach online CTE courses. Data was collected through individual interviews of 10 highly qualified CTE teachers in the Western Pacific region. Data analysis involved two coding cycles, a priori coding followed by axial coding. Findings from this study reflected five themes that indicated a lack of professional development to improve online teaching skills and knowledge on the eTeacher certification process, and distance education program in the district. The study can promote positive social change by achieving potential for greater access to CTE courses by students thereby causing them to be better prepared for the workforce. [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.]