Increasingly, science teachers are expected to devote instruction to technology and engineering, as encouraged by the Next Generation Science Standards (NGSS Lead States 2013). Just as scientific literacy requires understanding the nature of science (NOS), technological literacy must include understanding the philosophy and nature of technology and engineering (NOTE). Focusing only on student use of technologies misses what Selber (2004) calls a critical literacy. Abd-El-Khalick (2013) asserts that educators must get students to think about NOS, not just engage in science tasks. Similarly, educators must get students to think about NOTE as they engage in engineering. This article briefly explores common myths among students regarding technology and engineering, and the authors discuss strategies they have used to engage students with NOTE.