The International Technology and Engineering Educators Association's (ITEEA's) "Standards for Technological and Engineering Literacy" ("STEL") describes design thinking as an approach that allows students and educators to integrate other content areas by considering relevant contextual information to guide design and making (ITEEA, 2020). It seems evident that design thinking in K-12 education brings about more creative solutions through open and innovative processes of problem solving (Li et al., 2019). However, as an educator, when trying to use design thinking in the classroom, the first challenge is to decide which methodology to use at which stage. Also, many technology and engineering teachers have discovered that well-known design thinking models do not fit their teaching context. Aimed at educators who have experienced these difficulties, this article discusses how the authors utilize the assets of design thinking by taking a different perspective. Then, the authors introduce a design thinking model specialized for preservice technology and engineering teachers and culturally relevant to the context of technology and engineering education.