The first part of the thesis investigates, albeit briefly, the influence technical education exerted on the secondary education system in Victoria, from 1869 - 1992, giving due regard to the influential personnel, and the key times in its development, that helped make it an integral part of Victorian secondary education for so long. The second part is devoted to the largely unsuccessful attempts to introduce a hybrid form of technology studies to all Victorian secondary schools. Comment focuses on what is seen as obstacles to this introduction, which includes such things as historical considerations, teacher dissatisfaction with implementation procedures, lack of retraining for existing teachers, and logistic and funding constraints. The third part investigates the origins and teaching philosophies, of two Victorian secondary colleges, with commentary on their respective attempts to introduce two different forms of technology studies into their curriculum. One an all inclusive technology studies that has as a basis, a common theme that runs through the whole school program, while the other is exclusively devoted to the manual arts and information technology.