The implementation of the National Certificate of Educational Achievement (NCEA) has posed a challenge for curriculum leaders and teachers in all learning areas. These challenges have been particularly acute for technology departments because of the need for teachers from a range of subject areas to develop coherent, schoolwide technology programmes that ensure a range of opportunities for student achievement in technology education. This paper is based on research carried out in 2002 and 2003, when NCEA Level 1 was being implemented. It details the importance and impact of curriculum leadership using case studies of three technology departments, as described by teachers and the leaders themselves. The findings indicate that curriculum leadership affects teacher confidence and the way technology is taught and assessed within a school. A framework that has the potential to support student achievement in technology education is suggested for leaders to consider.