Rising concern about America's ability to maintain its competitive position in the global economy has renewed interest in STEM education. The power and the promise of STEM education is based on the need for technological literacy. Technology education is a discipline devoted to the delivery of technological literacy for all. Nevertheless, a decision to pursue a STEM major is a longitudinal process that builds during secondary education and carries into postsecondary studies. When analyzed appropriately, course-taking patterns may offer valuable insight into a student's academic history and momentum through college as well as illuminate patterns that effectively and wisely engage academic resources that may shape students' entrance in STEM related careers. This study utilized High School Transcript Study data to examine and compare the patterns of STEM courses taken by technology students and those of high school students as a whole, the patterns of courses taken by technology students and those of high school students as a whole, and the GPAs of technology students with the GPAs of other high school student GPAs. Findings revealed that there was a significant difference in overall GPA between technology students, as defined in this study, and the general student population of the data set. There was also a significant difference in GPAs between technology students and the general student population in STEM courses.