It was a hot summer day. Naomi and her cousin walked into the community center. She said, "Miss Jones, our moms need to work. They told us to come here and stay for couple hours." This is a common occurrence in communities with low socioeconomic status during the summertime; parents need to go to work, but children are on summer break. Miss Jones is a school science specialist. She volunteers to organize and teach out-of-school programs for fourth- through sixth-grade girls. The population in the neighborhood is culturally diverse; most of the girls who come to the community center are African American or Asian American. Miss Jones knows girls are at a disadvantage in learning STEM (science, technology, engineering, and mathematics) in many ways. Not only do girls perceive working in a STEM field to be an uninteresting and unattractive lifestyle (Miller, Blessing, and Schwartz 2006), but they also have fewer extracurricular STEM experiences than boys, such as doing science at home (Jones, Howe, and Rua 2000). Miss Jones needed a good project idea that would engage the girls in problem-solving and practicing STEM by connecting to their everyday life experience. In this article, the authors share how Miss Jones merged engineering design processes with the "Next Generation Standards" to plan and implement an engineering-design, out-of-school program activity for girls.