This article from the Minnesota Department of Employment and Economic Development is the second in a series focused on analyzing the outcomes of Minnesota students who take CTE courses while in high school. The article documents the gender divide in CTE course participation and in post-high school educational and labor market outcomes and discusses the potential implications of these findings for gender pay gaps. Disadvantaged female students taking a concentrated set of CTE courses in one specific field achieved better earnings relative to other students seven years after high school.