A technology education programme designed to provide mastery experiences de
scribed in self-efficacy theory and predicted to improve career decision-ma
king was evaluated Seventh- and eighth-grade students (N=169) were stratifi
ed by grade level and randomly assigned either to a published technology ed
ucation programme or to control curricula. Over a 7-week period the experim
ental programme attempted to foster exploration and performance accomplishm
ents in the students' choice of three (out of 21 possible) technical and sc
ientific careers. Pre- and posttest instruments assessed technical/scientif
ic self-efficacy and career interest. No treatment effects were found. Howe
ver, an experimental demand measure showed greater valuing of the technolog
y education programme. Implications and suggested improvements to the treat
ment are discussed.