This paper addresses a number of key issues in relation to Technology teacher education. It commences with an analysis of current trends in program provision within Australia both for the secondary and primary/elementary levels. Discussion follows regarding the elements of exemplary Technology teacher education programs and the manner in which these differ from other disciplines. Factors that encourage student participation in Technology teacher education are then discussed in the context of market research and the resultant successful practice undertaken at Griffith University as a guide to strategies that may be employed in other institutions.