In 1981, twenty-one industrial arts educators convened at Jackson's Mill, WV to develop an agreed-upon rationale and direction for the future of industrial arts. However, the route to achieve this goal was not as clear, as they had to "live the challenge of inquiry, assimilation, compromise, and consensus" (Snyder & Hales, 1981, p. ii). What resulted was a 66-page report known as "Jackson's Mill Industrial Arts Curriculum Project," which served as the impetus for the American Industrial Arts Association's (AIAA) name change to the International Technology Education Association (ITEA) in 1985. To address this national focus on content and guiding standards, ITEA leaders began a six-year effort to develop a rationale and structure, and later content standards for technology education. Initiated as the Technology for All Americans Project in 1994, the culminating result was ITEA's release of Standards for Technological Literacy: Content for the Study of Technology (STL) in 2000. During the winter of 2019, the leadership team made a decision to make a formatting change to the original standards by reducing the number of proposed standards from 20 to 8. This was done after consensus was reached that the original Designed World standards and benchmarks would be better classified as context areas where core disciplinary standards should be applied (similar to the core ideas and practice structure of Next Generation Science Standards [NGSS]). ITEEA Standards for Technological Literacy Revision Project: Background, Rationale and Structure (CTETE/ITEEA, 2019) was released in May 2019 to provide the framework for STL to be revised in August 2019. Chinsegut Hill Retreat, near Tampa, Florida was selected for the STL revision retreat. Prior to their arrival, the reviewers/writers self-selected the standard and context on which they wanted to work, based on their expertise. During the four-day writing retreat, the teams reviewed the original STL language to adapt or completely rewrite the standards and benchmarks, forming the new Standards for Technological and Engineering Literacy (STEL). In the fall of 2019, participants from the Chinsegut revision/writing groups were asked to reflect on their experience in Florida. Their responses revealed both praise and concerns which are presented in this article. Just as the work on common standards has made significant progress in the last 35 years (particularly in K-8 mathematics to build a coherent progression), the organization of this writing retreat for STEL reflected similar progress. Standards for Technological and Engineering Literacy is designed to provide a refined focus for the future of Technology and Engineering (T&E) education. With work being initiated to create a user-friendly online format of the standards, benchmarks, context areas, and practices on the ITEEA website, classroom teachers and curriculum directors should find the document to be coherent and easier to implement when developing curricular materials. With fewer benchmarks overall (288 original to 143 new) and a sharper focus on core disciplinary standards and benchmarks, curriculum developers, teacher certification test developers, supervisors at the state and district levels, teacher educators, international partners, and other stakeholders should find it easier to articulate what T&E education is and what is expected of students from pre-kindergarten to high school.