<p>Technical and vocational education (TVE) is a critical driver of human capital development and economic growth, yet its effective implementation in secondary schools remains a persistent challenge globally. This study examines the preparedness of secondary schools in Addis Ababa, Ethiopia, to deliver effective TVE, investigating the availability of qualified teachers, adequacy of funding and equipment, and stakeholder perceptions. Employing an explanatory sequential mixed-methods design, data were collected via surveys of 143 teachers and in-depth interviews with 20 school principals. The findings reveal significant systemic bottlenecks: inadequate and outdated workshop infrastructure, a curriculum misaligned with labor market demands, a teaching workforce with strong theoretical but limited practical training, and fragmented linkages with industry for practical training and curriculum development. These challenges are situated within broader international debates on TVE reform, highlighting a common disconnect between policy aspiration and institutional capacity, particularly in resource-constrained settings. The study contributes to the scholarly literature by providing empirical evidence on the interconnected nature of these barriers and offering a nuanced analysis that moves beyond generic descriptions of resource shortages. It identifies the dynamic technological relevance of tools and the critical absence of structured industry feedback mechanisms as key, under-emphasized factors. The research concludes with context-specific policy recommendations, including the need for investment in technologically current infrastructure, institutionalized industry-education councils for curriculum co-design, mandatory teacher externships, and a shift towards competency-based assessment. These insights are vital for policymakers and educators in Ethiopia and offer transferable lessons for other developing economies aiming to harness TVE for sustainable development and youth employability.</p>