The Council on Technology Teacher Education (CTTE)'s 2011 yearbook is its sixtieth, making the series one of the longest-lived of its kind in the US. The yearbook series was founded in part to demonstrate the intellectual maturity of the field; today professionals in the field affirm its "uninterrupted tradition of scholarly excellence and promotion of discourse in technology teacher education". On the other hand, volumes have also been characterized by uniformity in ideology and the selection of topics and authors. Neither the committee structure nor the yearbook approval process has changed since 1962. Yet, as the author argues in this article, both are fundamental deviations from the original conception of the yearbook program of the American Council on Industrial Arts Teacher Education (ACIATE)--the name under which the CTTE operated until 1986. The questions of how and why the series assumed its current form have been inadequately addressed in the literature. Aside from brief discussions in three of the yearbooks themselves, and in reviews of some individual books, Chapter 4 of Kinzy's (1973) dissertation contains the only treatment of the ACIATE yearbooks as a series. This article is an attempt to trace the development of the ACIATE yearbook series to the point at which it established the "modus operandi" in place today. The author sought to discover why and how the series evolved into a form so different from the original plan. This article is divided into two main sections, "synthesis" and "analysis". In the first, the author tries to recover the early development of the yearbook series, emphasizing changes in leadership, locus of influence, and decision making structure. In the second section, he analyzes the record to address this question: How and why did the ACIATE's yearbook program evolve from its original intent into its present form? An appendix includes brief biographies of eight people who had significant impacts on the series. (Contains 6 tables.)