There have been multiple uses of the term educational engineer. Some define an educational engineer as an educator who teaches engineering exclusively. Others define an educational engineer as a someone who works outside the classroom altogether, doing research and making decisions about curricula (Anderson, 1961; Charters, 1945; Rudinskiy et al., 2020). However, Beedeez (2022) defines educational engineering as "a structured process aimed at designing, adapting, or transforming a learning system in order to optimize the effectiveness of the training." When the term is defined this way, all educators are educational engineers. The term applies to any educator who observes youth, designs lessons around the needs of their students, and revises their plans throughout the teaching process. Just as there are scientific methods and practices, there are also engineering practices and an engineering design process. Engineers ask questions to identify a problem, imagine solutions, make plans, create designs, and then improve them. Educators carry out these same steps while preparing and teaching a lesson. All educators design solutions to problems using the engineering design process. Afterschool educators in particular are flexible and frequently solve problems on the spot. By coaching educators to think about lesson plans as technologies and to consider their pedagogical problem solving as an application of the engineering design process, the author encourages educators to deepen their STEM identities and boost their confidence in their abilities to facilitate STEM activities with youth.