The results of the analyses of UPDATE partners (Austria, Estonia, Finland, France, Germany, and Scotland) revealed that in spite of the guidelines of the general or national curricula and existing materials, there is a great demand for new learning materials and pedagogical practices to support teachers in their effort to implement technology education in their classes. There is also a need to raise pupils’, particularly girls’, interest and participation in technology education. Earlier UPDATE studies results have shown that cooperative learning methods could be one way to encourage, motivate and empower girls in technology education (Dakers & Dow 2008). In this paper we will investigate and discuss problem solving process called “Trick-Track” and its’ pedagogical approaches in technology education. The objectives of this project are creative problem solving, cooperative learning and their pedagogical use in primary school technology education. A study was carried out by using a questionnaire to discover if this kind of project encourages students to study technology and pedagogy of technology. Target group was 70 primary school teacher students, who have done the “trick-track”-project. The central aim is to discover if this kind of activity (problem solving and cooperative learning) encourages and empowers particularly girls to learn technological aspects when using various materials. The study also focuses on finding out viewpoints to develop more holistic approaches and pedagogy for learning and teaching technology education by attempting to move away from the skill-oriented, working alone model of learning.