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This paper analyses the preservice licensure and preparation of career and technical education (CTE) teachers in middle and high schools in the United States of America (USA). In particular, the issue of whether there is a need for change in CTE teacher licensure requirements and teacher preparation programs is investigated and, if so, what form that change should take. The analysis examines the issue from a public policy perspective and begins with a review of the external context of CTE teacher licensure and preparation. It then discusses eight developments driving the need for reform of CTE teacher licensure/education. These are: state testing requirements; the increased level of credentialling/certification required by CTE students; the need for training to prepare students for both the transition to work and to higher education; a clustered/generic occupational focus driven by the demand for technicians with a set of related skills and the blurring of the distinctions between traditional crafts and trades; the growth of work-based learning where CTE takes place outside the traditional classroom setting; the integration of academic and vocational education; the increasing participation of special needs students in CTE; CTE teacher shortages; and the declining numbers of CTE teacher preparation programs. The analysis then examines policy constraints and options and concludes with recommendations.