For as long as the profession of technology and engineering education (TEE) has existed (the addition of engineering to the professional title marks the official beginning of the profession, and that occurred in 2010), there has been a struggle. Arguably, this struggle's roots go back to the beginning of public education in the U.S. The struggle, specifically within TEE, is based on the question: "Is the purpose of technology and engineering education to provide career and vocational value to the education of some students, or is it to provide the universal value of technological literacy to the education of all students?" To the field of TEE, the value placed on Standards for Technological Literacy (STL); (International Technology Education Association, 2000) molds how that question is answered. Examples of successful public school programs that specifically seek to achieve the full spectrum of the goals of technological literacy put forth in STL can be found across the country. Among these programs are those that use a designerly approach to their teaching and learning about technology. The intentionality of such an approach moves students toward good citizenship. After all, citizens who work and engage with the world through intention and attention to how their actions and/or products impact those around them are thinking with habits of mind that can at least develop citizens who care not only about profit, but impact. This article provides examples of two programs that have successfully found strategies for providing equal emphasis on citizenship and career objectives within their technology and engineering education curriculum: Walkersville Middle School in Frederick County, MD, and York Suburban High School in York, PA.