A general theme of technology education posits that participation in technology studies will result in outcomes and benefits for the wider society. Such an expectation is reflected in the New Zealand Technology Curriculum document where the aim of technology education includes enabling students "to achieve technological literacy through the development of: understanding and awareness of the relationship between technology and society." Although technology studies has developed as a distinct curriculum area in many countries, it is important to recognize that technology is not recognized as such by many of those in decision-making roles within various societies. Research into the views of legal decision makers concerning science and scientific evidence has revealed a very wide spectrum of understanding and expectations of expert witnesses. Judges not only interpret expert technical opinion evidence differently from those within the expert community, they also interpret that evidence differently from each other. Regardless of the type of legal system or social structure within a community, legal decision making will involve inquiry and an increasing reliance on expert opinion. Thus, it is crucial that in any program of technology education, lay perceptions and misconceptions are anticipated and accommodated so that technologists are taught how to effectively communicate their work and the importance of that communication as an aspect of the integration of technology into society. This article presents a research with the New Zealand environment court in which eight judges and 13 of the 17 commissioners were interviewed to canvass their views regarding the role of science and scientific witnesses. Interview results and implications for technology education are presented. (Contains 2 footnotes.)