A study examined trade and industrial (T&I) educators' views regarding the curricular content of technology education (TE). Demographic data sheets and questionnaires were mailed to a random sample of 430 of the 5,565 members of the T&I Division of the American Vocational Association. Of the 156 questionnaires returned from 42 states (response rate 36.3%), 123 were usable for data analysis purposes. All of the responding teachers taught at the secondary level, and their mean level of T&I teaching experience was 16.9 years. The responses were subjected to a computer statistical analysis. The six highest rated statements (dependability/punctuality, ability to follow directions, pride in workmanship, conscientiousness/honesty, cooperation, safety consciousness) were all affective domain competencies. The highest rated cognitive domain statement was a student's ability to measure, followed by identification of common hand tools. The next highest ranked competency was a TE completer's ability to use common hand tools. Knowledge of economic factors, hydraulics/pneumatics, high-tech applications, and the invention process and ability to perform desktop publishing ranked lowest. The respondents thus ranked traditional competencies higher than more contemporary TE skills/knowledge. (Contains 27 references.) (MN)