This study investigated the influence of AutoCAD on students’ motivation and achievement in Technical Drawing in Plateau State, Nigeria. This study aimed to fill that gap by exploring awareness levels, types, frequency, and utilization of AutoCAD among teachers and students, and how these factors relate to student motivation and academic achievement in Technical Drawing. The study adopted a descriptive survey design with a sample of 242 respondents, comprising both teachers and students, selected through stratified random sampling to ensure representation across schools. Data were collected using a self-constructed questionnaire titled Students’ Perception of AutoCAD Questionnaire (SPAQ). Descriptive and inferential statistical tools were used to analyze the data and test four hypotheses at the 0.05 level of significance. The findings showed that over 75% of teachers and students were aware of AutoCAD and recognized its relevance in enhancing motivation and achievement in Technical Drawing. The study further found that frequent use of AutoCAD correlated positively with increased student motivation and improved academic performance. Various versions and applications of AutoCAD were found to influence engagement, especially when integrated into hands-on teaching and project-based learning. Based on these findings, the study recommends that professional development programs prioritize practical training in AutoCAD for Technical Drawing teachers. Integrating AutoCAD into the curriculum with consistent access to digital resources is also crucial for optimizing student outcomes.