Spatial abilities have been used as a predictor of success in several engineering and technology disciplines (Strong & Smith, 2001). In engineering graphics courses, scores on spatial tests have also been used to predict success (Adanez & Velasco, 2002; Leopold, Gorska, & Sorby, 2001). Other studies have shown that some type of intervention, whether a short course or a semester long course, can improve spatial abilities in students who score low on tests in this area (His, Linn, & Bell, 1997; Martin-Dorta, Saorin, & Contero, 2008; Sorby, 2001). For this study, the primary research question was, how well do current engineering and technology students read engineering drawings, and is there a relationship between reading engineering drawings and spatial visualization? Can students take the information given on an assembly drawing, visualize or interpret each part, and then create 3D models of the parts in a constraint-based CAD system? Is their ability to do this related to scores on a standard spatial visualization test? In this study students who scored higher on the PSVT:R tended to score higher on the modeling test. Although other factors such as symbol recognition and understanding standards and conventional practices influence how well students read engineering drawings, it appears that spatial visualization ability plays a significant role it how well they visualize part geometry. (Contains 3 figures and 2 tables.)