This research addresses the impact of technological projects at high school on pupils' learning. The participants were sixty low-mid achieving pupils who worked for one year on final projects for matriculation exams. Data were collected through observations of laboratory lessons, interviews with pupils and teachers, and analysis of pupils' projects and portfolios. In the modern technological laboratory, pupils experience design, construction and improvement of sophisticated systems, in a rich learning environment. From being fully dependent on their teachers, pupils might gradually develop to become more autonomous learners and creative thinkers. A three-stage model is suggested aimed to help teachers adjust their supervision approach to the pupils' conceptual development. A pupil at the 'show me' stage needs a 'direct supervision' approach; a pupil at the 'let's think together' stage needs a 'collaborative supervision' approach; a pupil at the 'trust me' stage needs a 'nondirective supervision'. In projects carried out within mandatory exams, pupils are motivated not only by internal rewards, but also by being evaluated objectively and awarded a formal credit for their achievements.