As the field evolves over time, shifting from Industrial Arts, to Technology Education, to Engineering and Technology Education (ETE), so too does what teachers teach, how they teach, and the projects that they use. Projects that worked 10 years ago might not hold up today and, as reflective practitioners, they need to be able to align the current learning objectives to their instruction and evaluation in order to account for both technological and pedagogical evolution. In this article, William Walls is trying to build a usable model for teachers to help determine whether design projects should be kept, edited, or discarded. As a quick disclaimer, some points may be overgeneralized for the sake of coherence for current teachers, and the goal is not to expand on the literature, but to give teachers a tool to put design projects under a microscope. This model aims to identify how lessons relate to both the final deliverables and the overarching course objectives. By drawing on tools and strategies used in traditional subject areas, here Walls shares his model, as well as how he has applied it to align assessment of project deliverables to course goals in a freshman college class.