The recent introduction of technology education course in science classes, for all Quebec students in high schools, was strongly linked to the recent educational reform. Science teachers were to assume all Introduction to Technology workload. The application of the reform occurred even though most science teachers were not trained in giving technology education. Consequently, the aim of this paper is to present the survey’s findings of the implementation of teaching Engineering Design Processes with the new reform. Firstly, we shall elaborate on the specific circumstance of technology education in Quebec. Secondly, we will analyze how teachers understand and teach design process. Based on the various results of the survey, we will discuss the impact of teaching the design process on learning and recommend helpful avenues for technology education teachers.