Using a case study format, the authors' objective was to collect data related to the following research questions: (1) What criteria do teachers and districts use when selecting engineering design experiences for infusion into high school classes and which of these criteria are most effective?; and (2) What issues, opportunities, and constraints do teachers confront as they infuse engineering concepts into technology education? Findings include: (1) It is imperative that the teacher have a passion for technology beyond mere subject expertise and be willing to include contemporary techniques, tools, processes, and issues in the course; (2) Teachers need to ensure their administrators understand the need to have a contemporary technology education program focused on engineering; (3) Teachers need to be aware of contemporary technology and engineering education issues, trends, processes, techniques, standards, and tools; and (4) There will be obstacles when making the transition to (or adopting a new) technology and engineering program, however, they are limited to issues of facilities, administrative concerns, teacher training, and pedagogical issues.