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This study addressed the level that instructional technology is integrated in the teaching/learning process in three secondary career and technical education (CTE) programs, namely, agriscience, business, and marketing education. CTE teachers are most active in exploring the potential of using technology in the teaching/learning process, and in adopting technology for regular use in instruction, but are not very active experimenting with technology or with advanced technology integration. The CTE teachers did not experience substantial barriers in their efforts to integrate technology in the teaching/learning process and perceive they are good teachers. In general, CTE teachers experienced some technology anxiety that prevents them from using technology in their instruction. Six factors (technology training, self-perceived teaching effectiveness, availability of technology, perceived barriers, technology anxiety, and teachers having a home Internet connection) combined in various ways in four multiple regression models to explain teachers' technology integration in the teaching/learning process.