This paper describes the second part of a new three-part study of STEM and engineering design research--termed Design-Without-Make--conducted by NC 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. The first paper described a basic literature review, social learning theory, project-based learning study and the outline and aims of the study. This second paper in the sequence goes on to explain the main study and the major data results and findings for this new approach to teaching engineering design technology within STEM education. The main purpose of this study was: 1) to assess whether students who participate in design-without-make activities achieve learning outcomes as successfully as or better than students of traditional design-with-make activities; 2) to determine student and teacher attitudes towards design-without-make activities within technology education. A one-way analysis of variance was conducted to evaluate the relationship between instruction and the change in pre- and posttest scores between groups. The study consisted of 27 non-random participants, with the control group having 10 participants and the treatment group having 17 participants. The mean score from both groups came to 14.37 (SD = 5.43), with a standard error of 1.05. The post-test scores ranged from 4 to 22 out of a possible score of 22. With F = 2.04, p= 0.05, it was found there were no significant differences between the control and treatment post-test scores.