Following the passage of the Strengthening Career and Technical Education Act for the 21st Century (Perkins V) in the summer of 2018, state education leaders are crafting four-year plans to implement the law, which are due to the U.S. Department of Education next spring. They ought to take full advantage of the flexibilities Perkins V has to offer. To increase students' access to career and technical education (CTE) programs, state education leaders must also push their agencies to align their Perkins plans with the plans for related laws like the Every Student Succeeds Act (ESSA) and the Workforce Innovation and Opportunity Act (WIOA). And at the state and local levels, they must take advantage of Perkins V's flexibilities and allowable uses, which may point them toward making some hard choices that will change the way funds were invested under Perkins IV. The time to have those conversations is now. States are in the middle of required public consultations, and many have started drafting their plans. This article describes how the Perkins reauthorization changed the planning process, provided new flexibility on how state and local recipients spend their money, and reformed CTE accountability systems. Additionally, it discusses how in a much more expansive way than Perkins IV, Perkins V encourages states and local entities to consider dual and concurrent enrollment and early college high schools (otherwise known as college in high school programs) as a pathway for postsecondary attainment in a student's desired career field. It goes on to describe how Perkins V closely aligns with other federal laws that overlap in their interactions with education or workforce policies, including ESSA and WIOA. Lastly, it provides a list of questions state boards should be asking while states are developing their four-year Perkins V plans.