At a time when changes in standards and curriculum compound the pressures of fifth-grade state testing, the authors wanted to find an engaging way to involve students in authentic science and engineering. Rather than put their efforts into a traditional science fair that would inevitably lead to inequitable input by parents and students alike, they took aim at facilitating an individual engineering fair. The initial goals were to (1) have students work independently (rather than in groups) to identify and engineer a solution to a problem that sparked their interest; (2) complete all stages of the engineering fair during school hours to avoid the inequitable input of parents and other care-givers; and (3) capitalize on the technology access the district provides. The activity took place during a two-week period near the end of the academic year and after state testing and devoted approximately one hour a day to the engineering fair project. Much like a traditional science fair, student projects were based on their individual interests and science conceptual understanding rather than connected directly to science curriculum. All three classes of fifth graders at the school utilized the last hour of the school day to ask their engineering question, imagine and research possible solutions, plan their solution design, and finally share and improve their designed prototypes. On the final day, a day-long fair where students digitally shared their designed solutions along with their experiences along the way. Each step of the engineering fair project relied heavily on online tools, providing an opportunity for this to be easily adapted for settings where students are learning in a virtual or completely online setting.