Technology education has been listed as a new basic requirement in the curriculum for graduate students at universities and colleges in China for seven years. The purpose of this study is to explore Chinese graduate students' and teachers' perceptions about the technology class--what these students consider to be helpful and what they perceive to be their greatest needs. Findings are discussed according to research questions that examined whether there existed differences in perceptions of the social environment of adult technology classrooms according to age, gender, major, and prior work experience. Also examined were differences in the ideal and actual social environments of adult classrooms as perceived by the students, and differences between Chinese and American students and teachers, in their views about the social environment of adult classrooms. (Contains 46 references.) (AEF)