Technology education learning environments should meet the needs of students who will be productive citizens in the year 2000. Eight model technology education programs were studied to provide a basis for strategies and recommendations for learning environments. Each facility was photographed and teachers responded to a survey instrument pertaining to the design and planning process for the transition from an industrial arts to a technology education learning environment. Five sequential components appeared necessary to remodel a laboratory: formulation of a technology philosophy; identification of a technology purpose; curriculum development; curriculum plan preparation; and needs assessment completion. Seventeen recommendations were made for renovating technology education learning environments: develop program philosophy; establish support system; conduct needs assessment; allow philosophy to guide program development; use advisory committees; present program proposal to school board; observe other schools; use resources; use a variety of instructional approaches; seek nontraditional funding; encourage teacher cooperation; articulate program between elementary, middle, and high schools; use equipment to meet curriculum needs; choose relevant equipment; schedule a timeline for transition; plan for flexibility; and include teacher training. (Six references, eight model technology education programs identified for the study, and responses and comments from the participating teachers are included.) (NLA)