Teachers in England and Wales are working to implement the targets and programs of study for technology, which was defined in the 1993 National Curriculum as "the creative application of knowledge, skills, and understanding to design and make good quality products." To determine the needs and attitudes of primary-school staff, researchers conducted a study in 12 primary schools. The researcher observed teachers and students in four classrooms as the students engaged in design and technology activities, recording children's responses to these tasks using video recording, photographs, field notes, and interviews with the children. (Two such activities consisted of making models of vehicles used on a building site and a traction engine by 6- and 7-year-old children.) Interviews and observations show that teachers were left to operationalize the order for technology use through trial and error, and that many lacked the necessary technical and conceptual knowledge and craft skills. Issues about teaching technological capability that were identified by this study include: (1) communicating through drawing; (2) acquiring technical skills; (3) acquiring technical knowledge; and (4) providing opportunities for students to evaluate "real" artifacts using predetermined criteria. It is concluded that, while many areas of design and technology capability remain under-researched, the four issues listed will be the focus of additional study. Ten figures illustrate the discussion. (Contains 24 references.) (SLD)