This paper is based on the proposition that technology education provides a fundamental and workable framework (or curriculum construct) that can facilitate the development of improved capability in mathematics and science on the part of the student. The potential for such a workable framework in the process of having technology education play such a role is made self-evident by the strong linkages and relationships that exist between technology, mathematics, and science. In the contextual framework of using science and mathematics to understand technology, there is a very important educational principle in operation. The "how" of the interface between technology education and the disciplines of mathematics and science is in reality the bottom line in the educational process. It consists of the strategies and instruction processes that bring the principles of mathematics and science into the study of technological accomplishments for greater understanding on the part of the student. Some insights, in very practical terms, on how the "how" might be approached are provided. (KR)