Assimilation into society via academic achievement is a premise and practice that is universal in schools and school systems. Drawing on the testimonies of technological education teachers and the sociology of knowledge literature, this narrative inquiry research sets the stage for a critical analysis of our reliance on knowledge versus experience in western education policy and planning. A crisp and constructive analysis of the premises school systems take for granted becomes possible, a case for transcending limited ways of thinking about knowledge and experience is made.