Advanced driver assistance technologies are making striking market penetration into the American passenger vehicle fleet. However, little is known about driver understanding and knowledge of these technologies. These advanced driver assistance systems (ADAS) not only have the ability to alert the driver of hazards and lapses of attention but, in some instances, can intervene to prevent or lessen the severity of a crash. If drivers do not accurately understand a technology’s purpose, function, and limitations, the full safety benefit may not be realized and translated to our roadways. This study was part of a broader data-driven national education campaign to help fill consumer knowledge gaps regarding ADAS technologies. Previous research from a nationally representative sample found that most consumers were uncertain about new and emerging vehicle safety technologies, as well as technologies that have been standard for years (McDonald et al., 2015). The Technology Demonstration Study was developed to understand how the way in which consumers learn about ADAS technologies for the first time affects their knowledge of and attitudes about the technologies. This study reports how drivers’ knowledge of a technology is influenced by their initial exposure method to the technology. Two base learning methods were utilized for the study, both of which are traditional forms of learning for the average driver:​ reading the owner’s manual and riding in a vehicle. From these base learning methods, four learning protocols were developed, two of which combined the methods . Evaluation of Pre- and Post-Visit Surveys showed that drivers’ knowledge of the technologies increased at the end of the study. This paper reports the effects of driver knowledge by each of the four learning protocols and discusses the implications that should be considered when educating consumers on new and emerging ADAS technologies.