It is well established that drawing upon students' Funds of Knowledge (FoK) supports powerful learning outcomes, especially for youth whose life experiences are not always valued in dominant classroom spaces. Yet, teachers can struggle to find ways to do so (Gonzalez, Moll, and Amanti 2005). In this article, the authors introduce an "engineering FoK framework" to better support teachers in positioning students to leverage their FoK in engineering. The framework focuses on three aspects of engineering design challenges. Design challenges should (1) require both technical and social expertise; (2) support multiple design iterations within the design challenge; and (3) connect authentically to students' lives. The article highlights these three principles through guiding questions and explanations to support teachers in planning and in-the-moment strategies that leverage students' FoK in engineering.