Technology education in the New Zealand context provides an opportunity for schools and teachers to offer future-focused, and innovative learning opportunities for all their learners, regardless of social or academic need. Teacher perceptions of the purpose of technology education influences the way that they interpret and make meaning of the curriculum in their school context. This article draws upon the emerging findings from a research project which explores how teachers’ knowledge of practice was mediated during professional development in two secondary schools. The findings suggest that teachers’ understandings can be deduced from their use of language, which is shaped in culturally meaningful ways. The article draws upon activity theory to illustrate two disparate approaches to discussing the delivery of technology education in the New Zealand context.