A nanotechnology learning module was implemented into a freshman engineering course at Virginia Tech. The novelty of our approach is that an established spiral curriculum model has been employed, for the first time to the best of authors’ knowledge, to design the nanotechnology option. The module was piloted in a freshman class (180 students) during spring ‘08. The key components included (1) a prior knowledge survey, (2) a 40-minute in-class presentation on basic nanotechnology concepts, (3) an activity that involves nanoscale image analysis and the plotting of molecular forces usingLabVIEWsoftware,and(4)apost-modulesurvey.Lessonslearnedfromthepilotimplementationwereincorporated appropriately to expose roughly 1450 freshmen to nanotechnology basics in fall 2008. The module was further refined in spring2009whenpre-andpost-testswereadministeredtoassessthelearningoutcomes.Basedonthepriorknowledgedata fromabout1800freshmen,wefoundthattheyhadmisconceptionsaboutnanosciencefundamentals,e.g.,regardingthe(1) roleofgravityatthenanoscale,and(2)behaviorofintermolecularforces.Exitsurveysrevealedthatapproximately18%of students had an interest in pursuing a nanotechnology option and approximately 65% believed that nanotechnology was relevant in their intended engineering majors. The LabVIEW provided an appropriate environment to implement the hands-onanalysisof nanotechnologyconcepts, butwe cautionthatsuchhands-onexercisesshouldplacegreateremphasis on nanotechnology concepts than on LabVIEW skills.