A study of the experiences of girls in technology education courses in three Connecticut middle schools examined the impact of these experiences on the students' decisions about whether to take more technology classes in high school. Another focus was girls' attitudes toward careers in technological fields. Five basic types of data were gathered: classroom observations (n=77); focus group interviews with 58 female students in middle school technology education classes; interviews with 13 technology education teachers, 6 principals, and 18 guidance counselors; a survey of 737 high school technology education students; and statewide vocational enrollment data. Findings included the following: (1) girls appeared to enjoy technology education and to have confidence in their abilities, but emerging sexism among peers began to affect participation on the basis of gender; (2) girls were discouraged from taking more technology education in high school due to stereotypes about appropriate careers; and (3) girls who took technology education in high school were willing to challenge stereotypes but had less confidence in their abilities. Recommendations included: placing a high priority on hiring more female technology education teachers; providing opportunities for technology education teachers to discuss gender equity issues; review of the curriculum to make better education-work connections and break down stereotypes about careers for women; and providing better information about options for middle school students. (A paper entitled "Theoretical Interpretation of Cognitive Differences: A Brief Review" is appended.) (YLB)