As part of a review of technological studies in the province of Ontario, the industrial arts programs of middle schools and junior high schools in the North York school system were evaluated. The review was undertaken to: (1) determine current student enrollment and time allocation patterns for industrial arts courses; (2) examine the extent to which the core aims and expected practices--as defined in the "North York Industrial Arts Guideline"--were delivered; and (3) examine future industrial arts staffing requirements. Interviews were conducted with 36 of the 37 teachers of industrial arts in grades 7 and 8. Overall, teachers were meeting the core aims of the curriculum, since students were involved in problem solving and were applying abstract knowledge of design, materials, and processes to practical problems. Most teachers felt that they were at least partially successful in fostering students' creativity, and 75% used a combination of techniques to instill creativity. Students' difficulties in planning projects and the ways teachers approached these difficulties are discussed. A variety of methods, including written or oral tests and assessments of research assignments and drawings, were used to evaluate student work; practical tests were often used to provide evidence of student knowledge. Safety considerations were often emphasized. Integration with other disciplines and the study of scientific principles were emphasized less frequently and given a relatively low priority. Fifteen data tables are included. (SLD)