In technology education, gifted students need complexity but few studies address this phenomenon. Differentiated instruction and educational activities that provide complexity can meet diverse learning needs and create inclusive settings. In Sweden generally, inclusive settings are common. The aim of this paper is to present a framework for analyzing complexity in technology education activities. The framework combines knowledge dimensions (factual, conceptual, procedural and metacognitive knowledge) with abilities (remember, understand, apply, analyze, evaluate, and create) and higher order thinking. An exemplar activity for lower secondary technology education will be used to demonstrate the utility of the framework as an analytical tool. The results can provide input in planning and developing technology education concerning gifted students’ needs of complexity and contributes to a discussion about inclusiveness in the settings of technology education.