Career and Technical Education (CTE) has evolved from industry-specific training to a more broad-based education that incorporates core academic learning objectives and prepares the student for work (Rothwell & Gerity, 2008; Uloa, 2006; Reese, 2002; Rojewski, 2002; Stone, 2002; Schmidli, 2001). Little is known about how well individual programs align with the industry for which graduates are prepared, (Zinser, 2003) or what CTE has meant to its graduates.;This research focused on graduates of the Bachelor of Science in Heating, Ventilation and Air Conditioning Engineering Technology (HVAC-ET) at Ferris State University in Big Rapids, Michigan. A phenomenological design was used to view the HVAC-ET program from the perspective of both campus and distance learning (online) graduates. Ten campus graduates and eight online graduates were interviewed to determine (a) what the HVAC-ET program meant to them on a personal level; (b) how they perceived they were prepared for their careers; (c) the essential core-academic, general education, and non-academic elements of a relevant HVAC-ET program; (d) and what changes they perceived would improve the HVAC-ET program from the perspectives of pedagogy and relevance.;Most significantly, the study found that all graduates: (a) exhibited a strong positive attitude toward HVAC-ET; (b) harbored feelings of pride, gratitude and self fulfillment as a result of their experience; (c) were ambivalent toward general education; (d) identified the curriculum, the faculty, and the social environment as essential elements of a relevant HVAC-ET program; (e) felt well-prepared for their jobs; and (f) found the program to be aligned with the HVAC industry. Additionally, campus graduates cited the facility, internships, and industry-sponsored student organizations, while online graduates found the quality and organization of the online lecture series and prompt feedback to be as essential elements of their experience.;Though the study found HVAC-ET to be meaningful to the graduates and relevant with the industry, campus graduates recommended the addition of a contracting business course and program accreditation that would enable graduates to become professional engineers. Online graduates advocated for improved communication via faster feedback and continuous quality improvement of course materials. |