Technological systems are interwoven into the very fabric of modern society to such an extent that we often take them for granted and they almost become invisible to us, because much of the infrastructure is hidden in the ground beneath us or behind walls. Many modern technological systems are also abstract in the sense that they include invisible connections and flows, for example, in cellular phone communications or GPS navigation. These systems also have societal components such as organizations, legislation and operators. Technological systems thus challenge traditional teaching and learning related to artefacts in technology education, since systems are much more difficult to grasp and also have some different characteristics and dynamics compared to single objects. The aim of this chapter is to address this challenge by presenting and discussing the characteristics of technological systems in relation to teaching and learning about systemic aspects of our lifeworld. We suggest four pedagogies to achieve this: interface pedagogy, holistic pedagogy, historical pedagogy and design pedagogy. Furthermore, we propose two ways of delimiting systems through two types of boundaries that are crucial in this regard: the systems horizon and the system border.