In engineering, teachers can push even the youngest learners to think critically and create something that reflects the function of the real thing. When children create, they often make a representation of something--a crayon-drawn stick-figure family or a butterfly life cycle represented with pasta--that is based on appearance. Their questions and ideas related to these types of activities focus on appearance. In the classroom engineering excerpted in the article, the teacher and students focus on what a creation is supposed to do (i.e., how it functions) instead of how it looks. The questions and ideas that stem from an engineering activity are grounded in a meaningful context and focused on function. In this article, the authors will demonstrate the relationship between a focus on function and positive outcomes of engineering.