This study explored young children's perceptions of engineers and engineering through their drawings and narratives. Twenty-six children ranging from four-to eight-years-old participated. Results indicated that although children in this group had limited knowledge of engineers and engineering, most of them, regardless of gender, not only drew engineers reflecting their own gender, but they also identified themselves as engineers already. More than half of them would like to become engineers when they grow up. This study supports the idea that young children are capable engineering learners and calls for age-appropriate, play-based engineering learning experiences in the early years.