Modular middle school technology programs, generically called Exploring Technology Education (ETE) courses, are described and analyzed to determine their strengths and weaknesses and their appropriate role in middle school curricula. Interviews were conducted with teachers, officers of the Exploring Technology Educators Association, vendors and developers of the ETE modules, and a variety of others with an interest in technology education in California. Materials were collected and analyzed, and classroom visits were conducted. The study found that ETE courses motivated students, were complex and difficult for teachers, were expensive for schools, and produced a particular set of learning outcomes that emphasized personal exploration and developing confidence rather than facilitating technical competence. Various potential outcomes are described, and findings of how well the modular format and technology-centered activities supported these different curricular goals are reported. The paper covers the following major topics: (1) the nature of ETE, including active education, activities and self-efficacy, classroom management, ETE curriculum, accommodating student differences, and social development in ETE courses; (2) content, including basic concepts, specific technical knowledge, current condition information, how-to information, historical context, social ramifications, and personal ramifications; (3) teachers, including teacher background and role; and (4) academic (cross-curricular) integration. (MES)