A survey was taken of industrial arts students, parents, teachers, and administrators in Virginia to determine how they perceived secondary industrial arts programs and objectives. Researchers administered a questionnaire to a sample of 32 middle schools and 25 senior high schools over a spectrum of urban, suburban, and rural areas. A total of 883 parents, 1,662 industrial arts students, 275 industrial arts teachers, and a majority of industrial arts supervisors and teacher educators in the state completed and returned the questionnaires. Results showed that students, parents, and teachers ranked the objectives of the industrial arts program almost identically. Those elements associated with tools and machines ranked first in importance. Occupational information ranked second. Rankings representing technical culture and consumer information fell near the middle, while elements associated with use of leisure time and problem-solving skills were ranked of least importance by all groups of respondents. From these data it was concluded that although numerous efforts have been expended to promote technology as a part of industrial arts, it appears that traditional industrial arts values still remain dominant. Emphasizing technology may be of importance at some level of instruction, but it does not presently appear to have overwhelming support or understanding at the public secondary school level. (KC)