This study examines students’ attitudes towards technical drawing in selected secondary schools within the Dire Dawa Administration of Ethiopia. The primary objectives were to assess students’ attitudes, identify key factors influencing these attitudes, and evaluate any significant differences between male and female attitudes. Employing a descriptive survey research design, the research utilized qualitative interviews with six teachers from three selected secondary schools and quantitative data from a sample of 305 students, comprising 52.1% males (159) and 47.9% females (146). The findings indicate that students generally hold a negative attitude towards technical drawing. Key factors contributing to this perception include limited job opportunities associated with the field, insufficient teaching and learning materials, inadequate classroom conditions, lack of encouragement, and the exclusion of technical drawing from national university entrance examinations. Minimal gender differences were found, with both male and female students displaying similar levels of interest and engagement. Additionally, the impact of extracurricular activities related to technical drawing was limited. In light of these findings, the study recommends targeted interventions to enhance student engagement and perceptions of technical drawing. These include improving job opportunities in the field, addressing material shortages, enhancing classroom conditions, increasing student encouragement, and integrating technical drawing into national university entrance requirements. Keywords: Attitude, Technical Drawing, Key Factors,