Science education research predominantly shows that students improve their scientific understandings when they tinker (or pull apart) tools and simple household machines. In this study, the qualitative data collected took the form of online journal entries by final year, female, primary teacher trainees, who reflected upon their early childhood experiences of "tinkering". Data analysis, from a socio-cultural perspective, shows that many of these fledgling teachers of technology face similar issues found for young girls. Results of the study indicate that teaching technology is as much about winning hearts as educating minds. These personal reflections on very deep responses to technology must be an important part of preparing teachers to deal with young children's learning and responses. (Contains 1 figure.)