IntroductionCurriculum guides each teacher's lesson and helps us have structured and systematic teaching. The curriculum is often seen as a reference document that tells us exactly what to do, when to do it, and in what order. According to Ronald C. Doll, 1996 (cited in Curriculum Overview), curriculum is the process by which learners and students acquire knowledge and understanding, develop skills and change attitudes, appreciation and values ​​under the management of this school. This paper aims to conduct a comparative study between curriculum theory in the United States and New Zealand in relation to the development of their technology curriculums. “The level of technological development of the country plays an important role in defining the meaning that this nation gives to technology.” (Booth, 1989) In the first part of this article, I will examine the impact of three curricular perspectives such as: intellectual process, personal process and social reconstruction in technology programs. In the second half, I will present a comparison of curriculum development through history, definition of technology, rationale and content, objectives and assessments. Curriculum Theory Curriculum theory according to Pinar (1976) is “the interdisciplinary study of educational experience”. One of his most elaborate definitions of curriculum theory is “a distinct field with a unique history, a complex present, and an uncertain future.” The historical situation of the country has influenced and shaped curriculum theory as it relates to the development of technology programs. Technology curriculum with an intellectual process framework requires mental skills that are not directly observable. A curriculum focused on intellectual activities...... middle of article...... Ministry of Education (2007) The New New Zealand Curriculum p 32New Zealand Education Gazette: Secondary Focus Retrieved on 4/4 /2011 from http://www.edgazette.govt.nz/Petrina, S. (1992, Spring) Curriculum change education in technology education: a theoretical perspective on designing personally relevant curriculum . Journal of Technological Education, 3(2), pp37-47. ISSN1045-1064Rasinen, A., (2003) An Analysis of the Technology Education Curriculum of Six Countries Retrieved 2011 from http://scholar.lib.vt.edu/ejournals/JTE/v15n1/pdf/rasinen.pdfReid, MS, (1989) Towards effective technological education in New Zealand Retrieved 2011 from http://scholar.lib.vt.edu/ejournals/JTE/v11n2/pdf/reid.pdfZuga, K. (1992, Spring) Reconstruction Program social and technological education. Journal of Technological Education, 3(2), pp48-58. ISSN1045-1064