This literature review examines how ongoing, content-specific professional development influences high school Career and Technical Education (CTE) teachers’ instructional strategies and student learning outcomes. It highlights the advantages of sustained, collaborative, and content-focused PD in improving teacher practice, confidence, and student engagement, while also identifying common barriers such as time constraints, funding limitations, and challenges in transferring learning into classroom practice. The review underscores the need for intentional, well-supported professional learning initiatives that align technical expertise with effective pedagogy to enhance both teacher growth and student success.