Many vocational education, technology education, and now technology and engineering education leaders have made their mark on the teaching profession. Their legacy is something that members of the profession enjoy and have a responsibility to continue and build upon. The Legacy Project focuses on the lives and actions of leaders who have forged the profession into what it is today. Members of the profession owe a debt of gratitude to these leaders, and one simple way to demonstrate that gratitude is to recognize these leaders and some of their accomplishments. This eighth in a series of articles entitled, "The Legacy Project" focuses on Dr. Donald P. Lauda. In this interview with Johnny Moye, Dr. Lauda discusses his commitment to becoming a teacher of industrial arts. He says that after graduating from high school, and two years in the army, he accepted a job with J.I. Case Tractor Co. as a time-and-motion study engineer. It was there that he became interested by the cultural environment of the workplace and how change could impact human lives, so he decided to finish his degree in Industrial Arts. Lauda says that the short answer to the question of what led him to advocate technology was his industrial experience, analyzing the literature in the field, coordinating a course on technology and change, introduction to key individuals on the cutting edge of technology, and his involvement in sociology. Lauda said that it was his involvement in sociology that impacted his plea for the inclusion of a study of social-cultural aspects of technology in curriculum. That was the backdrop he had entering the post-doctoral fellowship at West Virginia University (1969-70), and the WVU experience solidified his views regarding technology, change, and also provided a rationale for supporting his move towards implementation of Technology Education. Essentially the program focused on leadership development and the critical problem of program development for teacher education in the technologies. Attention was directed toward the development of curricula that would meet the technical and social/cultural needs of youth in a technological society.