Abstract : Despite the continued research into Career and Technical Education (CTE) program expansion in public schools and the relationships surrounding student success, educational leaders are in growing need of empirical evidence to justify the continued funding of such programs and to support reform movements associated with educational policies. The main hypotheses included testing for statistical significance in the predictive relationships between final high school cumulative Grade Point Average (GPA) and both, “Instructional” and “Non-Instructional” factors related to Science-based CTE courses completed while enrolled in high school. The study population was comprised of high school graduates in the years of 2013 -2017 from a single participating school district in Colorado Springs, Colorado. The quantitative research method included a predictive correlational design using Likert-type survey instrument, administered through SurveyMonkey, to collect numeric data from 97 participating subjects. The results of the study showed that a moderately negative predictive relationship exists between graduates’ perception of instructional factors related to Science-based CTE courses and their final cumulative high school GPA. A predictability of 4.1% between the criterion and the predictor variable, identified as the “Instructional Factor”, while no statistically significant relationship was found to exist between the criterion and the predictor variable, identified as the “Non-Instructional Factor”. Implications from the findings of the study suggested that educational leaders should pay more attention to promoting a positive perception among students towards CTE course instruction, rather than non-instructional factors related to their educational experience.