In this study the effectiveness of powerful learning environments (PLE), developed in line with the specifications of the 4C/ID-model, and the additional effect of ICT for fostering the development of technical expertise in traditional Ghanaian classrooms was assessed. The study also aimed at exploring the moderating effects of instructional conceptions on the effect (of the ICT and no-ICT version) of the PLE. The study involved a one by one by two pretest posttest quasi experiment with 144 students from three equivalent Secondary (Technical) Schools in Ghana. The average age of the participants was 18 years. Six volunteer technical teachers were trained to implement the interventions. Results indicate that a 4C/ID PLE promotes the development of technical expertise in secondary technical education better than teaching designed in line with classical instructional principles. Moreover, results reveal no significant difference of learning gains between the 4C/ID PLE with ICT group and the 4C/ID PLE without ICT group. In contrast to expectations, findings show no moderating effects of students' conceived functionality of the learning environment.