Many preservice and practicing elementary teachers are familiar with the 5E learning cycle. This cycle provides a relatively simple, alliteratively memorable framework for teaching science in which lessons (or even entire units of instruction) consist of five distinct phases: Engagement, Exploration, Explanation, Elaboration/Extension (hereafter, Extension), and Evaluation. With the inclusion of engineering in the "Next Generation Science Standards," some may wonder if the 5E learning cycle is still a reasonable approach to structuring a lesson in which children engage in engineering design. The authors argue that the Engineering Design Process (EDP) can be situated within the 5E framework, the most significant changes being: (1) replacement of the Exploration phase with an EDP phase, and (2) consideration of the different evaluation roles that students and teachers take on. In this article, the authors share their experiences introducing preschoolers (PreK) and kindergarteners (K) to engineering through an hour-long lesson about designing structures. The young children featured in this article were students at Tunbridge Public Charter School in Baltimore City, where PreK and K classrooms learn thematic units of instruction (e.g., dinosaurs or plants) that connect science and other subject matter learning. First- through fifth-grade classrooms learn science year-round and also learn one Engineering is Elementary unit of instruction per year (e.g., EiE 2011). In this article, the authors explain: (1) the "Engineering Design Process 5E" or "EDP-5E" modified-5E lesson format; (2) feature the creative contributions and questioning strategies a student teacher intern, Ms. Bolotin, as she led the a lesson in a kindergarten classroom; and (3) describe and depict how the students were engaged in and responded to the lesson.