A job analysis was conducted to define knowledge/skills important for entry-level technology education teachers. The results will be used to guide the development of new test content specifications for the Praxis Series™ Technology Education assessment. A draft domain was constructed from existing test specifications, a survey of online curriculum materials, and a variety of state and national standards for students, programs, and professionals. A national advisory committee (NAC) of technology education teachers, college faculty, and a department of education representative reviewed and modified the draft domain to reflect the knowledge/skills they believed was important for safe and effective practice and needed at time of entry into the profession. The revised domain consisted of 80 statements clustered within seven major categories: (a) Technology and Society, (b) Technological Design and Problem Solving, (c) Medical, Agricultural and related Biotechnologies, (d) Energy, Power, and Transportation, (e) Information and Communication Technologies, (f) Manufacturing and Construction Technologies, and (g) Pedagogical and Professional Studies. Survey responses of 477 technology education educators provided independent evidence of the importance of the domain. Respondents judged each knowledge/skill statement on a scale ranging from 1 (not at all important) to 5 (extremely important). Forty-one knowledge/skill statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. The results indicate that these 41 statements may be considered appropriate for guiding the development of new test content specifications for the Praxis Technology Education assessment.