This chapter is about how Sámi culture and knowledge systems are reflected through Technology Education in a Sámi school. The aim is to discuss the benefits of using traditional cultural artifacts in Technology Education, as well as what aspects indigenous technological knowledge systems (ITKS) can contribute to Technology Education. The chapter is based on the results of a case study, including recurring visits to a Sámi school in northern Sweden. In this Sámi school, specific traditional cultural artifacts were used as starting points for technology teaching. The cultural context was central and included both historical and present perspectives, with clear connections to other subject areas, as well as the children’s own experiences. Sámi myths and fairy tales were also frequently used for contextualisation. Since each technology activity was linked to many different perspectives and subject areas, the technology teaching was grounded on a holistic view of knowledge. The traditional cultural artifacts were not only attributed a practical value but also a symbolic value connected to inherited knowledge and practical applications and skills. The pupils were thus given the opportunity to discover that technology is not only modern high technology. In summary, this chapter illustrates how traditional cultural artifacts can play an important role in Technology Education and contribute to broadening the understanding of the relationship between humans, culture, nature, technology, and history. An inclusion of ITKSs in the curriculum may not only prevent marginalisation of indigenous knowledge, but also provide opportunities to broaden pupils’ understanding of technology, how it evolves, and the driving forces behind technological change.