Studies on integrated STEM education and the integration of engineering practices into the instruction of science have called for the need to better understand the similarities, differences and interrelations between science and engineering, as well the naïve views often associated with them. The current study contributes to this scholarly work through a systematic examination of the ways in which scientists and engineers are stereotypically described in jokes. An iterative content analysis of 68 different jokes about scientists and engineers was conducted, complemented by quantitative analysis of variants on these jokes (N = 1022), which examined the distribution of stereotypical attributes found across protagonists' (N = 1449) identities, and the distribution of the professional identity of the protagonists (scientist, engineer, other) across gender. The analysis yielded three thematic clusters of stereotypical attributes: (1) approach to tasks, problems and challenges, (2) awareness of, dealing with, and causing errors and imprecision, and (3) personality and social positioning. While the findings highlight some similarities between the stereotypical descriptions of scientists and engineers in jokes, each cluster has categories that capture specific differences between the stereotypical attributes associated with scientists as compared to engineers. In addition, an underlying perception of engineering as a masculine occupation emerged. The implications for science and STEM education are discussed.