<p>The purpose of this self-study was to understand the changing philosophical awareness of five pre-service technology education teachers through structured reflection during their preparatory program. Pre-service teachers reflected on their initial understanding of technology and technology education after completing two-thirds of their program requirements. The study aimed to understand gaps in philosophical knowledge among new technology education teachers. Using position papers from a technology education theory, method, and practice course, the study analyzed students’ reflections on their changing understanding. The research question focused on how pre-service teachers integrate their preparation experiences into their understanding of technology education. The findings suggest that structured reflection positively impacted these pre-service teachers’ comprehension of teaching technology and provided insights into program characteristics that could enhance pedagogical approaches for teaching the philosophy of technology.</p>