This paper provides authentic case study examples of how the role of values contributes directly and indirectly to task performance of graduates from cross-cultural to innovation education programs focussed on the study of technologies. Values have long been regarded by many stakeholders concerned with the output of technology education courses as an essential element, whether these courses are vocationally, professionally or developmentally oriented (Australian Science Technology and Engineering Council, 1996; Department of Education Science and Training, 2003b; Schwartz, Merten, & Bursik, 1986; Seemann, 1997; Walker & Seemann, 1990). However, there is minimal literature available linking how values may be a factor in shaping graduate performance or in the effective delivery of contemporary educational content in case study and authentic situations. Two case studies are critiqued in terms of the role values played in forging skill and task performance. The First case study presents learning in a vocationally oriented cross-cultural and Australian indigenous outback technology education context. The second case study presents the shift in values expected for the new economy and its role in developing professional graduates in secondary technology education where the focus is on innovation education and new pedagogy practice. The paper discusses comparisons and highlights contrasts between the two case study contexts and offers the reader a basis to plan more effective educational experience that may lead to improved graduate attributes and performance.