One of the most intimidating tasks faced by new or practicing technology education teachers is the challenge of creating new facilities or renovating current facilities for a new purpose. While the fourth program standard in "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards (AETL)" calls on technology education teachers to develop learning environments that will facilitate technological literacy for all students, many seem unprepared to accomplish this task without additional professional development. Faced with an opportunity or mandate to change technology education facilities, a myriad of questions arise. For example: (1) Are there a series of major steps that should be followed?; (2) Can up-to-date-facilities be created inexpensively, or are renovated facilities always costly?; (3) Must a new or retrofitted laboratory depend upon costly machines and expensive activities that can become dated quickly?; (4) Should the laboratory be generic, or should it reflect a particular technological curriculum?; (5) Should a middle school and a high school laboratory differ in scope or function?; and (6) Are there regional or national facility models? In this article, the authors attempt to address these and other questions about technology education facilities planning. The purpose of this article is to simplify and clarify facility change issues based on standards. (Contains 3 figures.)