Mathematics plays a crucial role in engineering education. Students who are good at math are often advised to consider engineering as a career. In this study, engineers, mathematics teachers, and engineering professors were asked about the type of mathematics representative of engineering, whether the engineering problems created by math pre-service teachers represent engineering, and the criteria that make a good engineering problem in mathematics. The researcher used an explanatory sequential mixed-method design to collect data from 92 participants through a questionnaire and then interviewed six participants, with two from each participant category. No statistically significant difference was found between the participants regarding the type of mathematics or engineering problems used in engineering. The interviews revealed that the type of mathematics used is less important than developing mathematical numeracy and problem-solving skills. All six interviewed participants identified a function and a statistics problem as worthwhile engineering problems for the mathematics classroom. The criteria identified from the participant interviews to create a good engineering problem are relevance, interest, challenge, engineering attributes, and teaching method. These findings suggest that engineering can be represented in any mathematics content area, but the development of the engineering problem is essential. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]