The purpose of this self-study was to understand the epistemological, ontological, and axiological developmental awareness of five pre-service technology education teachers as they reflected on their educational journey through a technology education teacher preparatory program.  Existing research on pre-service and/or novice technology education teachers suggests that there can be a gap in both their philosophical and technical knowledge and ability.  This study addressed how philosophical gaps may be cognitively reconciled through a structured reflective process.  The research was positioned within the qualitative/constructivist paradigm and used a self-study methodology.  Structured position papers assigned during the students’ technology education theory, method, and practice course were used as the main data source.  Interpretive description was used to analyze the data and helped answer the following research question:  How do pre-service technology education teachers integrate technology education teacher preparation experiences into their mental scheme of understanding technology and technology education?  Preliminary analysis of the data suggests that structured reflection on the nature of technology and technology education can have a positive impact on pre-service teachers’ comprehension and articulation of what it means to teach technology.  Furthermore, the findings provided insights that may help in developing new pedagogical approaches for the philosophy of technology.