The purpose of this study is to increase knowledge about how technology teachers in grades 1-3 perceive their own teaching in the subject technology linked to conditions such as education, time frame, teaching materials, materials and equipment. The study was conducted with the help of qualitative interviews in which eight active and educated technology teachers in grades 1-3 participated. The interviews examined the teachers' individual views on the technology subjectaround the deficits that the Swedish Schools Inspectorate report from 2014 highlights. Furthermore, it was investigated how the teachers' attitudes are affected by the mentioned conditions and whether there were more factors that they considered influenced their teaching in the subject of technology. The analysis of the interviews was inspired by a phenomenography inspired model where the teachers' statements were analyzed and linked to previous research. The results of the survey show that the teacher's competence in the subject of technology is not decisive for whether the teacher feels safe and competent in teaching. The security and competence are rather clarified in how much education the teacher has in technology. It emerged that the conditions of the technology subject are affected by the economy, parts such as materials, equipment and further education are given lower priority financially by both teachers and school management. Conclusions drawn in this study are that technology teaching and teachers' attitudes are largely influenced by how the subject is prioritized by the schoolmanagement. If the subject is not prioritized more by teachers and school leaders, the subject will not be more visible than it already is.