When studying attitudes toward technology education, the affective attitudinal component has primarily been the focus. This study focuses on how the affective, cognitive and behavioral attitudinal components of technology education can be incorporated using a two-step survey: the traditional PATT-questionnaire (PATT-SQSE) and the recently developed Mitcham Score questionnaire. The aim of this study is to explore the relationship among the cognitive, affective and potential behavioural components of students' attitudes toward technology in a Swedish context, using the PATT-SQ-SE instrument including the Mitcham score open items. Results of the analyses show that relationships among the attitudinal components are observable. The results also imply that relationships among the attitudinal components are different for girls than boys. A key factor for the participating students' attitudinal relations was interest (affective component) in technology education. An individual interest in technology education was related to both the cognitive component and behavioral intention. Another key relationship, for girls, was that the cognitive component had a strong relationship with behavioral intention, which was not the case for boys. Based on the observed relations between the cognitive, affective and behavioural components we have identified two key implications for educational practice: Girls should learn a broader conception of technology in technology education, if we want them to pursue technology-related careers to a higher degree; Students' interest in technology should be stimulated through engaging tasks in technology education.