This study explores how engineering concepts are represented in secondary science standards across the nation by examining how engineering and technical concepts are infused into these frameworks. Secondary science standards from 49 states plus the District of Columbia were analyzed and ranked based on how many engineering concepts were found. Findings reveal that most state science standards infuse some engineering concepts into their documents under the umbrella of science, technology and society (STS) strands. In only a few expectations have states (e.g. Pennsylvania, Massachusetts, New York, and Vermont) fully integrated engineering concepts into their existing state science curricula. Specific suggestions are offered regarding how scientific and technical literacy can together promote a richer experience for all students, and perhaps promote the consideration of STEM careers.