High school principals and career and technical education (CTE) teachers throughout Illinois were subjects of this study which described principals' and CTE teachers' perceptions of the impact the Child Left Behind Act of2001 has had on high school CTE programs. Findings indicated principals and teachers collectively disagreed with No Child Left Behind has had a positive impact on the image ofCTE at your school. Both groups also agreed CTE courses can help schools meet the goals of all students will reach high standards, at a minimum of attaining proficiency or better in reading and mathematics and all students will graduate from high school. However, a statistically significant difference between the groups was found with No Child Left Behind has had a positive impact on CTE enrollment at your school. Findings indicated while the principals agree, the teachers conversely disagreed with the statement. Background of the Study In an effort to help children receive a quality education and learn the basic skills needed to be successful, President George W. Bush signed into law the Child Left Behind (NCLB) Act of 2001. This legislation requires states to set clear standards for what every child should learn and holds schools accountable for student progress by requiring annual testing of students' abilities in the areas of language arts, reading, and math. The legislation's four goals are: increased accountability for results from states, school districts, and schools; more flexibility for states and local educational agencies in how federal education dollars are used; proven teaching methods; and more choices for parents and students attending low -performing schools (U.S. Dept. of Education, 2004). The focus of this legislation is undeniably on core academic subjects, which the legislation identifies as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography (U.S. Dept of Education, 2004).