This article details the journey Luke Rhine, a Program Specialist in Career and Technology Education at the Maryland State Department of Education, as he went about the difficult task of building consistency and establishing rigorous expectations for Technology education in Maryland. As a result, Maryland has developed a model for Technology Education that pairs instruction, assessment, and professional development. Rhine writes that while the majority of the work described within this article has occurred just over the past three years, and this piece highlights the work of four specific school systems, this statement needs to be made unilaterally--this work is a direct result of dedicated supervisors and teachers from across the state. Their support and effort is the reason that a common vision for technology education was established.