This research focused on studying the integration of science, mathematics and technology in a technological design context. The daily classroom practices of a teacher and 19 of his students (aged 15-16) in a technology class were analysed with a focus on the knowledge and skills used while designing individualised projects (street luge gravity-powered vehicle) with a view to identifying the integration of cross-disciplinary knowledge. This research is aligned with the elements of both interpretive and critical theory paradigms. The focus of the interpretive paradigm rests on how students construct meaning from their personal experiences and their world view. Critical theory is used to create a platform for integration by understanding the current practices and phenomena in a technology classroom to develop strategies that could be implemented in other classrooms to create an integrative learning environment.