This paper from the National Bureau of Economic Research (NBER) presents the first evidence of how students make career and technical education (CTE) course-taking decisions. Looking at the universe of Michigan high school students, the authors find large disparities in CTE access and participation by gender, race, and income. Using a simple discrete choice model to decompose participation gaps between supply (access) and demand (preferences), the authors find that student preferences for CTE content drive participation gaps by gender, inequities in access drive gaps by income, and school-level supply and demand factors combine to create gaps by race. Policy simulations highlight the importance of accessible CTE delivery models within comprehensive high schools.