In this article, the authors attempt to address questions about technology education facilities planning. For example: (1) Are there a series of major steps that should be followed?; (2) Can up-to-date-facilities be created inexpensively, or are renovated facilities always costly?; (3) Must a new or retrofitted laboratory depend upon costly machines and expensive activities that can become dated quickly?; (4) Should the laboratory be generic, or should it reflect a particular technological curriculum?; (5) Should a middle school and a high school laboratory differ in scope or function?; and (6) Are there regional or national facility models?
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