A pre- and posttest research design was used to ascertain whether instructional approaches used by technology teachers affected the attitudes of 155 seventh-grade students toward technology. It also determined whether males and females responded differently to these instructional approaches. A validated attitudinal instrument, the Pupils' Attitudes Toward Technology-USA version (PATT-USA), was administered to intact classes of technology education students in four middle schools at the beginning and end of a 9-week class session. The students were enrolled in technology education programs using one of four instructional approaches: interdisciplinary, modular, problem centered, and industrial arts. A multivariate analysis of variance was used to investigate differences among the four instructional approaches. Follow-up procedures included an analysis of variance and Tukey post-hoc test. Similar analysis procedures were used to ascertain whether gender affected students' attitude toward technology. Results indicated the following: (1) the instructional approach did affect students' attitude toward technology, with the interdisciplinary approach changing attitudes the most and industrial arts having the least impact; (2) male and female students had different attitudes toward technology in regard to gender appropriateness, difficulty, and interest, with males having stereotypical views of females' abilities; (3) although attitudes were affected, there was no clear direction of change; (4) students perceived the benefits of technology but had narrow concepts of what comprised technology; and (5) students' attitudes toward technology were generally consistent with previous PATT and PATT-USA studies. (Contains 34 references.) (Author/YLB)