The purpose of this study was to examine the degree to which technology teacher educators support the recently published standards in technology education and determine whether there is a need and/or support for substantial change in undergraduate technology teacher education. A sample of all technology teacher education faculty members were asked to respond to a questionnaire consisted of open-ended free-response and Likert-type questions designed to elicit responses concerning the level of support for the content and professional development standards as well as responses concerning the current state and future roles of technology teacher education. Findings suggest that many technology teacher education programs are resisting curricular change due to a lack of support among departmental faculty members and the presence of more traditional laboratories and technical courses. While the data indicate that most respondents recognize the shortcomings of their respective programs, it is less clear whether these respondents are preparing to address those shortcomings. The author concludes, that technology teacher education programs have undergone substantial curricular and programmatic changes in recent years and have done so in response to the "Standards for technological literacy". While disagreement abounds as to the curriculum that should be implemented to reach the destination, almost all respondents agreed that the "Standards for technological literacy" are a worthy target for technology teacher education. (Contains 10 tables.)