Language immersion classrooms require teachers to attend to both linguistic and disciplinary content. Didactic analyses of these classrooms highlight the difficulty of integrating language and discipline dimensions; most often teachers favor one dimension to the detriment of the other. In this article we use the case of the discipline of technology, as conceptualised in British Columbia’s (Canada) provincial curriculum, to question the epistemological foundations and motivations that underlie why technology education tends to be taught in particular ways in immersion classrooms and, in so doing, we argue that technology education is more weakly theorised than many other disciplines.