In the United States (US), the predominant narrative is that high school graduates lack the preparation to successfully transition to further education or work. As a result, the need to improve student college and career readiness has become a priority in education, with implications for program implementation, student participation, and outcomes. This is challenging given the size and complexity of the US Vocational Education and Training (VET) system, which has been characterized as a collection of state models rather than a coherent structure. Based on a review of literature as a method, a descriptive grounded approach was used to describe how the organizational structure of VET in the public school system has evolved into a descentralized system of state structures and pathways with fluid opportunities for further education and work. However, as with any system, there are lingering and emerging issues as interest and participation in VET evolve under changing workforce demands and sociopolitical climate.