This case study examined how career and technical education classes function using multiple instructional modeling strategies integrated into vocational and technical training environments. Seven New Jersey public school technical teachers received an introductory overview of the investigation and participated by responding to 10 open-end questions during a one-hour, face-to-face personal interview. Results of this study ascertained professional commitment, self-discovery motivators, academic and occupational success, classroom management and instructional techniques for the advancement of career and technical education students. Recommendations from this study suggest a continuation to investigate 21st century instructional modeling strategies incorporated within multiple areas of career and technical education. [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.]