Historically, the technology education profession has had difficulty coming to consensus on what to teach in K-12 and higher education. This lack of agreement is not just limited to new curriculum ideas, but also when to eliminate less relevant and outdated curriculum content. If the profession has traditionally addressed the needs of society, it is imperative that programs re-evaluate their purpose and update their curriculum. The Science, Technology, Engineering, and Mathematics movement has come to the forefront of public education. How will the technology education profession respond to this initiative and will curriculum change to reflect a much greater emphasis on the integration of mathematics and science? This study examined the leadership role technology education professionals should play in Science, Technology, Engineering and Mathematics (STEM) Education. It provides strategies for technology education curriculum, pre-service and in-service programs as well as leadership within the technology education profession. The current curricular and methodology trends were examined in technology education as well as the issues related to STEM education. The study sought to answer the following research questions: (a) What are the current curricular and methodology trends affecting technology teacher education programs? (b) What are the issues in STEM education? (c) What strategies can be recommended to effectively address Technology and Engineering in STEM? (d) What strategies can be recommended to meet the needs of future pre-service teachers in Technology Education? and (e) How can the Technology Education profession position itself as a leader in STEM education? Suggestions for future research were also offered.