For many teachers, engineering can be intimidating; teachers receive little training in engineering, particularly those teaching early elementary students. In addition, the necessity of differentiating for students with special needs can make engineering more challenging to teach. This article describes a professional development program (NURTURES) that helped develop the expertise to design and implement science and engineering inquiry lessons, and illustrates how the engineering design process, coupled with differentiation, can work for a population of students with diverse abilities. In the classroom lesson, students worked collaboratively to define constraints, design, build, test, and redesign derby cars. In addition, an emphasis on building discourse skills throughout the school year allowed students to succeed throughout this project.