This study determined the effectiveness of assimilating technology in Drafting. The quasi- experimental particularly non-equivalent groups design was used in this study. Sixty-six (66) students were identified as participants, 31 in the group taught with Computer Aided Drafting (CAD) and 35 in the traditional strategy. Mean and t-test were used. Performance of the group without CAD resulted from satisfactory to very satisfactory in isometric and remain satisfactory in orthographic. Performance of the group with CAD moved to very satisfactory both in orthographic and isometric. No significant difference was manifested in the pre-tests between groups in orthographic and significant in shape in the isometric. A significant difference was manifested in the post-test between groups in shape and position in orthographic and position in isometric. Thus, the two strategies are effective in teaching orthographic and isometric. Teachers can use both strategies and should be at par in integrating technology in the classroom.