This study used a mixed methods approach to investigate the perceptions of administrators and instructors of full-time CTE programs in Oklahoma technology centers regarding their ability to develop employability skills in students. This study was framed by the human capital theory which is described as the acquisition of a person’s knowledge and skills (Schultz, 1971). Employability skills have been shown to be one area where human capital has the potential to be developed in students through education and training (Robinson & Garton, 2008). The Employability Skills Framework of Career and Technical Education (CTE) outlines employability skills that should be developed through CTE program participation for college and career readiness (U.S. DOE OCTAE, n.d.). Since the last installment of the Carl D. Perkins Act, there has been a call for CTE reform (Advance CTE, 2021; Jocson, 2018). This reform consisted of four points of focus in the Perkins Act blueprint: “alignment between CTE programs and the labor market; collaboration among secondary and postsecondary institutions, employers, and industry partners; accountability for academic outcomes and employability skills for all students; and innovation to support CTE implementation with effective practices” (Jocson, 2018, p. 641). The purpose of the study was to investigate administrator and instructor perceptions of Oklahoma Career and Technology Education’s capacity to develop employability skills in students to meet the needs of the local community. The perceived ability of full-time CTE programs in technology centers to develop employability skills in students was investigated using a convergent parallel mixed methods design which included a quantitative questionnaire and one on one interviews. A two-article format was used to present findings, conclusions, and recommendations for both administrators and instructors. Overall, administrators perceived a high rating of their programs’ ability to develop these skills than instructors. Problem solving and teamwork have the most ability to be developed while money management is seen to have the least ability to be developed. There was an overarching theme that administrators have a philosophy of technical skills first, while instructors value holistic student development (Dewey, 1938; Prosser & Allen, 1925).