The origins and trajectory of technology education in different national contexts has been well charted, and the Irish context mirrors the vocational past found in many countries around the world (Banks & Williams, 2022). While an in-depth discussion on this history is beyond the scope of this chapter, it is important to note. The relevance here stems from the clarity through which the content of these previous subject may be represented. As the primary focus was on the preparation of learners for the world or work, the skills, knowledge and competencies associated with wood- and graphical communication-oriented professions formed the primary content of subjects. With the development from vocationally oriented technical education, technology education is instead presented as a learning area of importance for all learners. While the goals for technology education are well articulated, and have been for some time, the perennial debate in technology education is the stymied transition from technical education. It is my contention that the technical contexts that defined vocational education, which are still present in curricular representations of technology education, contribute to these tensions.