The technological environment in Trinidad and Tobago is one in which the conventional, established technologies in the petroleum, iron and urea industries exist alongside the agricultural and light manufacturing sectors which are characterized by the under-development and under-utilization of technology. While the products of technology impact in varying degrees upon the lives of all citizens, many are untouched by and insensitive to the process of technology. Ali - 1990 - describes the Caribbean as a whole as "technologically illiterate and scientifically backward" - p. 4. This implies that the majority of Caribbean people lack the skills and competencies needed to control existing technologies and to devise new ones to improve the quality of their lives. This paper will argue that there is a need for technology education for all students in Trinidad and Tobago, as opposed to mere technical/vocational training for some. The aims of this technology education must be to produce Trinidadians and Tobagonians who possess technological literacy, technological awareness as well as technological capability, and who view technology not as the prerogative of big business but as being within the reach of every citizen. Its role must be the promotion of national development goals through an improvement in the quality of life for all citizens. Enhanced human resource development, reduced unemployment levels and a more equitable distribution of wealth should be the outcome of technology education.