Prominent U.S. economists and educational leaders have argued that citizens must become technologically literate to maintain economic growth (Bybee, 2003; Colaianne, 2000; Greenspan, 1997). All students of both genders need to acquire the skills necessary to become consumers capable of critically assessing the technologies they use, resulting in the ability to make more informed decisions. One of the key problems confronting educators in the SMET disciplines (science, mathematics, engineering, and technology) is the disproportionate lack of involvement of females. Females' lack of participation has been attributed to curriculum content that is biased toward males' interests (Sanders, Koch, & Urso, 1997). Others (Shroyer, Backe & Powell, 1995) attribute females' lack of interest to pedagogical approaches rather than to the inherent nature of the subject. The purpose of this study was to identify the types of learning activities, topics, and instructional methods in technology education that are preferred by middle and high school females and males. Specifically, three questions were posed: (1) Which activities, related to the study of technology, are most preferred by females and males at the middle school and high school levels? (2) Which curriculum content topics, related to the study of technology, are most interesting to females and males at the middle school and high school levels? and (3) Which instructional methods, related to the study of technology, are most preferred by females and males at the middle school and high school levels?