Background: Several studies have reported that inservice and preservice teachers hold narrow and stereotypical perceptions of engineer and engineering. However, only a few studies attempted to examine interventions which improve their perceptions. Purpose: This study aimed to explore the preservice science teachers' (PSTs) perceptions of engineer and engineering, and the impact of science, technology, engineering, and mathematics (STEM) education on their perceptions. Sample Design and Methods: An instructional design was developed based on STEM education and implemented for 10 weeks after a two-week training program provided to the PSTs on STEM Education and Engineering Design Process (EDP). Data were collected with sophomore PSTs (N = 51) using the Draw an Engineer (DAE) test before and after the implementation and analyzed using the revised checklist for the DAE that consists of five categories: (1) the appearance of engineers, (2) type of engineering, (3) location, (4) actions, and (5) other people and objects. Results: The results indicated that the PSTs hold undesirable stereotypical understandings such that engineering is a masculine profession that involves working individually. Besides, some PSTs tend to link engineering with physical labor such as building and operating a machine or vehicle before the implementation. The results also provided evidence of improvement in the PSTs' narrow and stereotypical perceptions of engineer and engineering, notably in terms of gender of engineer, the variety of types of engineering, actions, and interaction with other people after the implementation. Conclusion: This study reveals that PSTs need support and training to enhance their perceptions of engineer and engineering. STEM education may be considered a promising approach to improve their understanding of engineering and help them overcome their stereotypical perceptions of what engineering is and what engineers do.