Spatial abilities have been used as a predictor of success in several engineering and technology disciplines. Although other factors such as symbol recognition and understanding standards and conventional practices influence how well students read engineering drawings, it appears that spatial visualization ability plays a significant role in how well they visualize part geometry. Other studies have shown that some type of intervention, whether a short course or a semester long course, can improve spatial abilities in students who score low on tests in this area. For this study, the primary research question was, how well do current engineering and technology students read engineering drawings, and is it possible to compare 3D modeling and 2D drawing assessment results? Can students take the information given on an assembly drawing, visualize or interpret each part, and then either create 3D models of the parts in a constraint-based CAD system or make a working drawing with proper dimensioning using 2D drafting software? Are there differences in the results at different universities with respect to the extent of background graphic education? The question is raised whether different assessment methods can be used to characterize the literacy level determined by this assembly drawing “reading and writing” test.