Vocational education and training (VET) is one way to bridge the achievement and inclusivity gap for students who want optional learning environments such as VET and maybe for low socioeconomic groups. However, vocational education has not been valued as a pathway to gainful employment. Improving the status of vocational programs through highly effective teachers may change societal views on VET value for equity and access. In Finland, teachers are highly valued, and teacher education degree programs are competitive. In the U.S., teachers are not as valued as Finland’s teachers. U.S. career and technical education (CTE) teacher preparation program offerings have been reduced due to low enrollment. The purpose of this paper is to compare and contrast VET and CTE teacher preparation pathways and teacher value in Finland and the United States. Martino’s (2017) qualitative, grounded theory study on CTE teacher preparation program sustainability is discussed. The framework presented in the study with internal and external domains includes CTE program value and its importance in program sustainability. Based on the study results, some implications for best practice are presented.