To engage students in STEM education and careers has been a question emphasised by policymakers worldwide. However, research has shown that students lose interest in technology and science studies in adolescence. Discontinuity in transitions between educational levels could be one explanation. Therefore, the aim of this study is to investigate possible (dis-) continuities in students’ technology education transition between upper primary and secondary school levels. More specifically, differences in classroom furniture, materials and tools have been investigated. Fifty-two teachers have answered a questionnaire about discontinuities in how the classrooms are equipped and what kinds of tools and construction materials differ between upper primary and secondary education technology classrooms. This may lead to altering possibilities regarding what technology education will become in the different communities of practice.