This paper describes the first part of a new three-part study of STEM and engineering design research termed Design-Without-Make to be conducted by NC [North Carolina] State University in 2009-10 in an NC high school. The hybrid quantitative, qualitative case study is being developed with the purpose of capturing what new technological learning occurs and how the new pedagogical learning benefits the technological learner. In support of this new design research a three-pronged framework is described, that of basic literature review, social learning theory and project-based learning study. This first paper also includes a description of proposed data collection, analysis, and limitations of the study, and concludes by presenting the implications for Design-Without-Make. Two further papers in the sequence will go on to explain the pilot study and the final study including data results and findings for this new approach to teaching engineering design technology within STEM education.