A few years ago, Rose and Dugger (2002) published the results of a public opinion poll on What Americans Think about Technology. Sponsored by the International Technology Education Association (ITEA) and conducted by the Gallup Organization, this ITEA/Gallup poll revealed many things about the public’s understanding and attitudes about technology, as well their ideas about technology in the school curriculum. Referencing the comprehensive Standards for Technological Literacy (ITEA, 2000), a project that used experts to identify the content for technology education, an objective of the ITEA/Gallup poll was to determine if the public’s perception of technology is congruent with that of the experts. Clearly, given the thoroughness and credibility of the Standards along with its expected potential to influence technology education policy, direction and, content, an examination of public opinion was seen as being vital in determining the degree to which expert rhetoric matched public reality and expectations.