Many novice primary school teachers have a low level of confidence in their ability to teach the key learning area of technology. This low level of confidence may be related to their naive perceptions of technology and technology education and lack of exposure to appropriate design and technology teaching and learning experiences in preservice primary teacher education programs. The effectiveness of technology education subjects in changing preservice teachers' perceptions of technology and technology education may be enhanced by the use of open-ended project work. This paper reports an investigation, using an interpretive research methodology, of changes in preservice primary teachers' thinking about technology and technology education, prior to, and as a result of their engagement in open-ended technology projects similar to ones that might be typically suggested by primary school children. Students enrolled in a one year postgraduate teacher education program were the participants in the study and the methods of data collection included the use of survey instruments, interviews, field notes and a Repertory Grid. This paper analyses the influence of open-ended technology projects on students' thinking about technology and technology education and discusses implications of the approach for the design of technology education subjects in preservice teacher education programs.