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Federal and state policy have increasingly emphasized the development of structured CTE programs of study where students have opportunities to earn IBCs. However, research has yet to examine how schools have implemented CTE and IBC opportunities or the impacts IBCs may have had on CTE teaching and learning. Informed by our prior work with quantitative data from Texas’s statewide longitudinal data system [1, 2], we conducted pilot focus groups with students (n=17) and educators (n=8) at Texas high schools. While both students and educators see value in IBCs, educators expressed frustration with a lack of agency in selecting the IBCs available to students. Further, they feel the growing emphasis on IBCs detracts from the value of hands-on learning in CTE.