This paper reports on a study exploring the variables that contribute to upper second level students’ capability in a digital graphical modelling exercise in the feld of technology education. The study evolves previous work in the area conducted in diferent contexts such as teacher education. Findings indicate defciencies in second-level students’ digital modelling abilities and a signifcant relationship between students’ analytical, strategic and visuospatial abilities are presented. The paper discusses these fndings as they relate to pedagogical reasoning processes and present the necessity to broaden the conception of graphical capability within digital CAD modelling contexts. Some key implications for technology education programmes and pedagogical approaches are discussed in conclusion.