Successful strategies for incorporating engineering design challenges into science, technology, engineering, and mathematics (STEM) courses in American high schools are presented in this paper. The developers have taken the position that engineering design experiences should be an important component of the high school education of all American youth. In most instances, these experiences in engineering design are infused into instruction programs in standards-based courses in science, technology, or mathematics. This paper is intended to provide guidelines for the development of authentic engineering design challenges, to describe instructional strategies for introducing engineering design experiences to high school students, and to offer suggestions for the assessment of the outcomes of engineering design activities. The information is intended to be useful in planning, organizing, and implementing the infusion of engineering design challenges in high school STEM courses. This paper is an exploration of the available research on the following questions dealing with the implementation of engineering design challenges in high school STEM courses: (1) Does the development of engineering habits of thought and action lead to improvements in problem solving abilities, systems thinking, integration of content, increased interest in engineering, and feelings of self-efficacy about pursuing additional engineering activities?; (2) What is the anatomy of the engineering design process and what are its essential components?; (3) What are the distinguishing characteristics of authentic engineering design challenges?; (4) In what ways do engineering design challenges fit into the national STEM scene and the high school STEM organizational structure?; (5) What are the content, context, and process elements of appropriate engineering design challenges for high school STEM courses?; (6) What instructional practices based upon engineering design challenges are effective in supporting student learning?; and (7) In what ways can teachers design and implement an authentic system for assessing student progress and completion of engineering design challenges? How can the assessment provide support for using engineering principles to solve design challenges in contrast to simple trial and error approaches? (Contains 10 figures.)