In the quest to improve public schools, an education in basic technological concepts and systems, or "technological literacy," has been viewed as an important part of a school curriculum (Dugger & Yung, 1995, pp. 7-8). Proponents of technology education have claimed that technological knowledge may be critical to the future needs of all students in the United States. However, proponents of technology education have gone beyond technological literacy to cite even greater benefits for students educated in technology. Many technology educators have claimed that instruction in technological concepts is crucial in fully understanding the concepts in other academic subjects, particularly science and mathematics. Despite anecdotal claims of achievement gains, it is not yet known what impact technology education has on student achievement in other academic subjects. Although some technology educators have provided personal accounts of success, there has been limited research on the effects of technology education on achievement in other academic subjects (Lewis, 1999). Most research to date has only focused on the effects of technology on achievement in physical science (e.g., Dugger & Johnson, 1992; Scarborough & White, 1994), perhaps because the conceptual relationships between technology and physical science tend to be closer than those to other subjects. The range of interaction between technology and other subjects has yet to be fully explored, and the effects of technology education on achievement in other subjects have not been thoroughly investigated (Zuga 1995). The purpose of this study was to examine whether technology education improves students' achievement scores in the five areas of reading, language arts, mathematics, science, and social studies. Analysis of pre- and post-test scores allowed the analysis and discussion of the following research questions: (1) Do seventh grade students who have participated in one trimester of modular technology education show greater improvement on a test of achievement compared to similar students who did not participate in technology education? and (2) Do eighth grade students who have participated in one trimester of modular technology education show greater improvement on a test of achievement compared to similar students who did not participate in technology education?