Modular technology education (MTE) has grown considerably since the middle of the 1980s. MTE is defined as a curriculum provided by a commercial vendor in which students learn about an area of technology by: (1) participating in interactive media presentations; (2) following instructions in workbooks; (3) writing responses in student journals; and (4) experimenting and building projects. With the growth of MTE has come the decline of traditional and contemporary technology education laboratories. The problem examined by this study was the lack of data indicating the effectiveness of MTE related to student learning. MTE lacks quantitative research into the effectiveness related to the student outcomes of this teaching approach. The purpose of this study was to assess the educational effectiveness of MTE at the collegiate level by examining its relationship with student learning and outcomes. The research was intended to help school districts make educationally sound spending decisions related to the delivery of technology education. With little quantitative research into whether MTE is effective, school districts cannot make an informed decision about the future of their technology education programs. (Contains 4 tables.)