Most products people purchase, keep in their homes, and often discard, are typically packaged in some way. Packaging is so prevalent in daily lives that many of take it for granted. That is by design-the expectation of good packaging is that it exists for the sake of the product. The primary purposes of any package (to contain, inform, display, protect, and transport) all relate primarily to the product. Teaching packaging concepts in the technology education classroom can integrate many of the standards included in Standards for Technological Literacy: Content for the Study of Technology (ITEA/ITEEA, 2000/2002/2007). These types of projects provide opportunities for students to develop an understanding of the "attributes of design" and "engineering design" (Standards 8 and 9) by "applying the design process" (Standard 11). Additionally, packaging design assignments will support some benchmarks of Standard 17, "Information and Communication Technologies," specifically identifying "the purpose of communication" and "factors influencing the design of a message." The scope of a project can easily be expanded to integrate learning about the "effects of technology on the environment" (Standard 5). Arguably the most valuable aspect of packaging design projects is the high level of troubleshooting and problem solving required of students, which help meet Standard 10. In addition to supporting Standards for Technological Literacy, package design projects provide exposure to a growing field with a wide range of career opportunities and can pique the interest of students to meet challenges that require creative, hands-on solutions. There are many forms of packaging, but this article contains information mainly related to cartons and boxes produced with paperboard and corrugated board. Designing paperboard products in the classroom makes sense because students can safely handle this material, which lends itself well to developing simple package prototypes.