This literature review reports on the assumed relations between primary school teachersā knowledge of technology and pupilsā attitude towards technology. In order to ļ¬nd relevant aspects of technology-speciļ¬c teacher knowledge, scientiļ¬c literature in the ļ¬eld of primary technology education was searched. It is found that teacher knowledge is essential for stimulating a positive attitude towards technology in pupils. Particularly, teachersā enhanced Pedagogical Content Knowledge is found to be related to pupilsā increased learning and interest in technology. Six aspects of technology-speciļ¬c teacher knowledge that are likely to play a role in affecting pupilsā attitude are identiļ¬ed and schematically presented in a hypothetical diagram. It is concluded that more empirical evidence on the inļ¬uence of technology-speciļ¬c teacher knowledge on pupilsā attitude is needed. The hypothetical diagram will serve as a helpful tool to investigate the assumed relations between teacher knowledge and pupilsā attitude empirically.