Three pressing needs that are widely acknowledged are conceptions of designing, the pedagogy of teaching designing in technology to general education students, and how design activities should be taught by teachers. As such, this chapter reflects on the development of design in technology education in the past five years. The purpose is to trace the current status of design in technology in the context of its sketchy history, while integrating questions that need to be interrogated in its enduring endeavor towards maturity. This chapter draws from literature that was published between 2011 and 2016; therefore, the work engaged herein was embarked upon to review the recent past on an international scale, but also to provide a potential foundation for future research, curriculum development, and teaching design in technology education. It is aimed to be helpful to researchers and tertiary educators in the field of technology teacher education, as well as to stimulate discourse in the ongoing interest in design as an activity that is needed in this field.