College and career readiness offers a distinct purpose to the high school experience. This experience must provide a variety of options with a clear focus on fruitful opportunities for success. Meaningful citizenship in any learning community demands that all students participate in a pathway of sequenced, practical, related classes and achieve well in their core academic classes. In order to be prepared for higher education, the global workplace, and productive community participation, today's schools are challenged with ways to provide appropriate, relevant and worthwhile experiences for every student who walks through the doors. Many school reform approaches are being employed that attempt to satisfy these expectations. The purpose of this study was to determine if required coursework in Career and Technical Education (CTE) classes has a significant impact on student engagement, achievement and transition. Developing a balanced approach to post-secondary success can be evidenced by examining attendance rates, course-taking patterns, dropout frequency, graduation potential, and interviews about perceptions of CTE. Although most studies demonstrate a positive impact of CTE on individuals' college and workforce readiness as well as a more positive impression of CTE, conclusive evidence is needed to provide a clearer view of the effectiveness of mandated participation in CTE on an entire student body, especially in regions where limited options (small town, rural) exist. As school leaders consider the most effective influences on student engagement, achievement and transition, research on the impact of mandated CTE in high schools deserves more attention since little is known about the influence of mandates on career development and wise decision-making. Logansport High School (LHS), Logansport, Indiana was chosen for this study because of its unique ingredient added to school reform efforts in 2002. The leaders of this school corporation decided to add a mandatory participation in CTE for all students. This requirement served as the basis for determining effectiveness and impact. The results of this study indicate that CTE coursework serves as a stable ground for high school graduates for better decision-making in the postsecondary world. This was proven on the positive impact on student development as evidenced by attendance rates, course-taking patterns, survey analysis, dropout frequency, graduation potential, and interviews about perceptions of CTE. With regards to the maturity and personal/career development of students, results showed that students perceived that they have better understanding of what they will pursue as they prepare for their future careers as a result of their attendance in CTE classes. More so, student's attendance in CTE classes contributed in developing their competence and confidence. Students admitted that the experience they had with regards to the relevance of academics in CTE project-based work developed a sense of confidence on their part that is encouraging to their further development and participation in positive life experiences. Students also learned to embrace the potential of career and academic integration in their decision-making process. They believe that this experience has made an important impact on them and will likely make an important impact on more students. Furthermore, results showed different views with regards to the adding of requirements for high school graduation. Some believed that there should be additional requirements while others believed the opposite. Nevertheless, what is important is to focus the requirement on technical skill development of the students which will give readiness to students to become more sophisticated decision-makers and develop skills earlier which will be of help in their future careers. Although the empirical data suggest that there were no statistical differences in CTE course-taking patterns, attendance rates or retention, this study clearly points out the need for additional research that digs deeper into a common set of indicators that measure the success of school reform efforts. Students and teachers report rich perspectives on the impact of their experiences. Studying patterns of students over a period of time would reveal valuable information for policy makers who are concerned with engagement, achievement and transition. [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.]