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This paper aims to provide a reflective overview of the curriculum developments in teacher education for Scotland in the Division of Technology, Department of Maths, Science and Technology Education, University of Strathclyde. A course in technology must by its very nature be frequently updated and reviewed if it is to be considered to be pertinent and relevant. This paper aims to gauge the design and technological confidence and developing capability of students. Two cohorts have completed the first two years of the four-year degree course, B.Ed Design and Technology. As the third cohort begins, progress to date is considered. The question is asked: Does the course educate for technological literacy and provide students with the creativity to educate for technological literacy with perspective, sensitivity, creativity, and confidence? This evaluation forms the basis of the paper. Identification of the strengths and weaknesses existing in the current system will provide indications for subsequent developments of the B.Ed Design and Technology at the University of Strathclyde. Appendices include changing face of technology subjects; chronological changes in examination subjects presented by technical departments; comparison of girls and boys in technology studies, graphical communication and craft and design; and interim questionnaire analysis and school and student questionnaires. (Author)