The transition to technology education has been grounded in the dramatic changes that technology and technological innovations have brought to all aspects of society. Thus, the need arose to assure that all students have experience in technology education in order to acquire technological literacy. While there are many of models for technology education, organizing technology education as separate and distinct courses is the most common approach at the middle and high school levels. While there are many examples of successful technology education programs that are grounded in the separate subject approach, questions have surfaced such as: Must the profession pursue disciplinary status or are there other educational strategies that will achieve the educational goal of technological literacy for students and co-equal status for technology teachers? Should technology education become a catalyst for blurring the boundaries among the disciplines? The purpose of this article is to present an alternative approach for the delivery of technological literacy education utilizing an integrative model.