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The purpose of this study is to collect information documenting Utah technology education teachers' acceptance of an emphasis on engineering content in technology education. The Stages of Concern Questionnaire (SoCQ) was used to determine the level of acceptance of this change. It was found that a majority of technology and education teachers are more concerned about other unidentified tasks, activities or initiatives than they are about the addition of engineering content to their classes. They were also shown to be concerned with being able to organize, manage, and schedule the change effectively and were found to be least concerned about evaluating student outcomes including performance and competencies. Utah teachers were polarized with respect to collaborating and coordinating with others with regards to engineering.