The research in this report documents the second part of a multi-year study that is investigating the status of design in the undergraduate experiences of future technology education teachers. These studies were designed to measure the nature of the academic/experiential infrastructure for preparing future technology educators to interpret and use the design process as part of their normal teaching strategies. Each part of this multi-year study was designed to be descriptive in nature. The first part of the study documented the types and numbers of design-focused courses offered at colleges and universities across the United States in technology teacher education programs (Warner & Morford, 2004). The current study investigated the paradigm of the design faculty in the programs identified in the initial research. This component was designed to provide additional insight into how technology teacher education was being influenced by both the design paradigm and the demographics of the instructors of undergraduate design-focused courses. [See the first study: "The Status of Design in Technology Teacher Education in the United States," Warner, S., & Morford, L. (2004) in ERIC at EJ1063617.]