A study conducted in 1989 surveyed Technology Student Association (TSA) advisors to find their perceptions concerning characteristics of technology education programs with a TSA component and the relationship between participation in co-curricular organizations and the teaching methods used by TSA technology teachers (DeLuca & Haynie, 1991). The study reported here sought to undertake an exact replication (as nearly as possible) of that work with the additional inclusion of a few items on current issues, replacing outdated ones from the previous investigation. Except for inclusion of those new items in order to investigate some learning activities and teaching approaches that have recently become more common than they were in 1989, the methods and instruments were nearly identical. To provide a longitudinal dimension to the work, careful attention was given to maintaining consistency of the instrumentation, sampling technique, and general methodology in the current study. The 1989 study surveyed TSA advisors to find their perceptions concerning characteristics of technology education programs with a TSA component and the relationship between participation in co-curricular organizations and the teaching methods used by TSA technology teachers (DeLuca & Haynie, 1991). A 48 item questionnaire was developed by the researchers for this study. Responses were marked directly on the survey instrument. The instrument was developed by expanding and updating the 33 item instrument used in the previous survey (DeLuca & Haynie, 1991). To the maximum extent possible items remained exactly the same to facilitate direct comparisons between the findings of both surveys and enabling a longitudinal aspect to this work. The results of the survey were analyzed with SAS (Statistical Analysis System) software, and were used to describe the characteristics of technology education programs that had a TSA component, to identify and classify teaching methods used, and to make comparisons with the 1989 data. Findings indicate that despite the increased number of computers and modular instructional units in use since 1989, traditional techniques familiar to the industrial arts labs of the 1950's and 60's are still evident at a high rate, including demonstrations, individual projects, and lab experiments. There was a change in the type of activities students are doing in the classroom. Problem solving activities ranked highest; this is as expected given the nature of TSA competitive events. The use of individual projects remained unchanged but there was a significant increase in the use of group projects.