Since the inception of Standards for Technological Literacy (STL) in 2000 by the International Technology Education Association (ITEA), a number of changes have occurred in technology education programs at the state level. With the release of the latest standards publication, Advancing Excellence in Technological Literacy (AETL) (ITEA, 2003), there has been a somewhat renewed commitment to implementing the standards in STL, with the perception that this new document will provide some of the support necessary for implementation and help answer some of the questions about accountability for the programs. In this article, three perspectives on this are voiced. The first two perspectives come from two administrators, one in Florida and one in Utah. The third, and final perspective, comes from a teacher in Kentucky.