This study examines institutional barriers that school, district, and postsecondary personnel identify as limiting students’ access to career and technical education (CTE) focused dual enrollment (CTE-DE) opportunities in Leon County Schools, a mid-sized Florida school district. It also explores how these barriers vary across schools serving different shares of economically disadvantaged students. Guided by opportunity structure theory, the study examines how institutional processes shape access to CTE-DE, even when tuition and instructional materials are provided at no cost. The research questions ask: What institutional barriers do school, district, and postsecondary personnel identify as shaping students’ access to CTE-DE courses in a mid-sized Florida district? How do these barriers differ across school contexts?