Despite consistent national efforts to improve vocational education and training (VET) systems in Georgia, hidden cultural and social forces continue to shape perceptions of vocational education as inferior. This article examines how implicit social norms, inherited cultural scripts, and status-driven ideologies discourage students—particularly those from disadvantaged backgrounds—from actively considering vocational tracks. Using a mixed-method research design that includes statistical data, qualitative interviews, and thematic analysis, the study uncovers the "invisible wall" that exists not in infrastructure, but in the collective social imagination. These findings suggest that improving access alone is insufficient; unless social value is reconstructed and cultural scripts reshaped, VET will remain a stigmatized pathway. The study advocates for culturally sensitive interventions, including narrative-based policy strategies that challenge traditional notions of prestige, success, and social mobility.