The purpose of this quantitative study was to examine the differences in career-technical education (CTE) teachers’ educational beliefs and attitudes toward teaching reading in CTE content classrooms in Idaho high schools when both CTE content area and teacher certification levels were considered. The importance of this study stems from teachers working with students who lack the skills necessary to meet the demands of reading in high school, preparing to read in college, and continuing on to workplace literacy needs. A quantitative study of 291 Idaho high school career-technical education business technology, engineering technology education, family and consumer sciences, and skilled and technical sciences teachers was conducted using survey which combined Silvernail’s Educational Beliefs Questionnaire (EBQ) and Vaughan’s Scale to Measure Attitudes toward Teaching Reading in Content Classrooms. The study analyzed teachers’ attitudes and beliefs toward teaching reading in career technical education content classrooms as measured by the Idaho High School Literacy Survey. Quantitative methods were used, including descriptive analysis using Chi-square and Analysis of Variance (ANOVA). A statistical significance was found in skilled and technical sciences teachers scoring higher than both business education and family and consumer sciences teachers on the traditionalist educational philosophy subscale. A statistical significance was found in teachers with limited occupational specialist and provisional certificates scoring higher on the traditionalist subscale than teachers with standard secondary teaching certificates. No significant difference was found in Vaughan’s Scale scores by content area. A significant difference was found in Vaughan’s Scale score by teacher certification.