This study examines the functioning of an instrument for measuring elementary school students' motivation to learn about technology. The theoretical framework of the study is based on expectancy-value theory, which focuses on cognitive factors in determining achievement behaviors. Participants were 129 sixth grade students. A questionnaire was group administered orally to the students. The 36 items in the questionnaire addressed the following areas thought to bear on a measure of motivation to learn about technology: self-concept of ability, perception of technology, intrinsic causal attribution, extrinsic causal attributions, task-involved motivation, ego-involved motivation, parents' perception, female gender issues, and male gender issues. It is concluded that the attempt to develop an instrument to measure motivation in learning about technology was successful. Several figures and tables presenting survey data are appended. (Contains 17 references.) (MES)