A program was developed to infuse technology into drafting strategies to enhance learning of 11th- and 12th-grade students in a middle-class community in central Illinois who exhibited signs of inadequate achievement related to technology use. To document the extent of students' lack of understanding technology, surveys regarding attitudes toward computer usage and a pretest to assess knowledge of drafting were administered during the first week of the school year. Analysis of probable cause data--site based and from a literature review--revealed that use of technology in drafting without proper computer literacy skills could lead to technological oversimplification. Professionals reported that students lacked the understanding of the role of technology in their learning and that they did not see the relevance of using technology for transfer to real life. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of five strategies to increase student achievement. The strategies required the students to create projects that were tied to the real world and whose creation incorporated several intelligences. Two other strategies had the students act as peer reviewers and infused computer-aided drafting (CAD) into the rest of the strategies. Post-intervention data indicated an increase in student knowledge and skills of drafting through technology use. (Appendixes include instruments and AutoCAD tutorial lessons.) (YLB)