The purpose of this study was to examine teachers' perceptions concerning the modular technology approach to teaching technology education in Georgia. The study addressed the following basic research question: What do teachers in Georgia perceive to be the main advantages and drawbacks to teaching technology education in a modular environment compared to a conventional environment? This study found that Georgia technology teachers who were familiar with teaching in modular laboratories tended to have a positive perception of modular technology education laboratories. Overall, in comparison to conventional technology laboratories, the teachers felt that modular laboratories are better, both for themselves and for their students. The fact that the technology teachers found that the modular laboratory format provided specific advantages to themselves may be a factor in their favorable attitude toward modular laboratories. Among the perceived advantages for teachers of a modular laboratory format were that the modular laboratory allowed them the freedom to use as much or as little of the lab as they wished. Another advantage cited by the respondents was that it was easy to implement the Georgia curriculum though the use of a modular laboratory. Teachers also agreed that modular laboratories were more consistent with their values and needs. However, teachers did not perceive modular labs as easier to try out on a limited basis as compared to conventional laboratories, nor did they find modular laboratories easier to understand and use. Since modular laboratories are being widely used, further study should be conducted regarding their advantages and disadvantages. (Contains 8 tables.)