The purpose of this study was to develop an empirical data-driven model for a knowledge creation school system in career technical education (CTE) by identifying supportive and hindering factors influencing knowledge creation practices in CTE schools. Nonaka and colleagues' (Nonaka & Konno, 1998; Nonaka & Takeuchi, 1995) knowledge conversion theory was adopted as the foundational research framework. A total of 1,187 responses (571 for supportive factors and 616 for hindering factors) from 259 individuals were used for data analysis. All responses for both the supportive and hindering factor items were coded and categorized into three domains: organization, team, and individual. Critical factors for knowledge creation in schools were illustrated for the following three levels: organization (culture, curriculum, leadership, resources, rewards, strategy, administrative support, structure, and tasks), team (teamwork, communication, and collaboration), and individual (teachers' preparation and qualifications, student achievement and motivation, and parental support and involvement). Finally, we suggest a model for a knowledge creation system in CTE schools and include practical implications.