K-12 Engineering Education has placed a lot of attention on students' attitudes or predispositions towards science and technology. However, most assessment methods are focused on STEM as a whole or only on technology. In this article, we will discuss the instrument called Technology and Engineering Attitude Scale (TEAS) which focuses on attitudes towards technology. Previous studies and applications of this particular scale lacked proper statistical validation of the instrument. The following research looks at the application of an adapted version of the TEAS to assess a GEDC awarded pre-engineering design program in Chile. This version was psychometrically analyzed in 436 cases to validate the interpretations driven by a particular cultural context and specific to the discipline of engineering. The article focuses on the modifications applied to the instrument after the statistical validity process. The discussion is centered on the ethical importance of adapting an existing scale in a valid and reliable way to assess a pre-engineering design program in a local context. Lessons learned and recommendations for future research in this area are proposed based on this particular experience.