In recent years, the Hong Kong government has implemented a number of new policies to revitalize the development of vocational education and training (VET), such as the rebranding of VET into vocational and professional education and Training (VPET) to cover the new addition of programmes up to the degree level providing a wide variety of specialized vocational skills as well as professional knowledge. On the other hand, VPET is also widely promoted at the secondary school level as outlined in the latest “Learning to learn 2+” curriculum by the Curriculum Development Council (CDC) and the Education Bureau (EDB). The document suggests that the recognition of VPET as a possible articulation pathway could be gradually established through various activities. At the junior secondary (JS) level, career-related experiences in Life-wide learning (LWL) will be one of the main channels for students to gain initial understanding of the society and workplace. If interested, students can also continue their exploration through the diverse available options at the senior secondary level (SS), for instance the selection of Applied Learning (ApL) as elective subjects, participation in Career-relatedexperiences in Other Learning Experiences (OLE) and the enrollment to the newly launched Vocational English Programme (VEP).Although the suggested planning in the promotion of VPET at the JS and SS level looks ideal, there seems to be a lack of understanding regarding the actual impact and effectiveness of these mentioned policies to the development of VPET, especially at the SS level when students have to make a high-stake choice for their future. Therefore, it is the main aim of this study to provide a systematic and critical review on how different VPET-related policies function as a whole in the promotion of VPET. This discussion in this study will mainly based on qualitative data collected from individual interview and focus group with the key stakeholders (e.g. students and teachers