Engineering design provides students with an authentic context to apply science and mathematics to solving problems and motivates them to learn science, technology, engineering, and mathematics (STEM) subjects. Thus, teachers need to experience and become familiar with engineering design. However, little is known about how preservice teachers learn to do engineering design work. This study examined the engineering design practices of preservice teachers as they worked on a technology-enhanced design activity. The authors video-recorded a group activity in which preservice teachers designed, built, and programmed robots and then analyzed their discourse using verbal protocol analysis. The authors examined what design activities were practiced and how they were practiced and analyzed design-related conversational moves, which yielded an understanding of how preservice teachers collaboratively constructed knowledge during their engineering design process. The findings showed that preservice teachers frequently generated ideas to solve problems and evaluated their ideas. Their least frequent activities were judging the feasibility of solutions and modeling. Furthermore, they seldom disagreed with their partners after an idea was generated. Suggestions for preparing preservice teachers to incorporate engineering design into K-12 classrooms include providing engineering design opportunities, exposing preservice teachers to design examples, and creating design tasks that require the application of science and mathematics knowledge.