Technology education transitions and trendsetting changes have occurred in the past two decades. Despite strong support from leadership, technology education curricular offerings continued to follow societal norms in terms of preparing students to be productive members of society. Although technology education as a school subject has gained relevance in recent years given its inherent tie to engineering, technology education continues to be relegated to the discretion of individual states. Today, 19 states claim participant status in the International Technology and Engineering Educators Association's STEM Center for Teaching and Learning consortium, which includes access to Engineering byDesign[TM] (EbD[TM]) curricula as a benefit of membership. Since ITEEA took action to develop curricula based on content standards for consortium states to use, the question of implementation remained unanswered. The goal of this study was to become aware of district supervisors' intent toward EbD[TM] implementation within five years. This study emerged from a need to understand the importance that local supervisors of technology education placed on EbD[TM] courses as a means to increase the technological literacy of their students. This research examined the perceptions of technology education supervisors regarding integration of EbD[TM] courses in their local programs. The author shares the results of a recently completed master's research paper that intended to determine what public school district supervisors needed in order to implement EbD[TM] courses and curriculum. (Contains 3 tables.)