The "Next Generation Science Standards" (NGSS Lead States 2013) urge science teachers to include engineering practices and ideas in their already full science curriculum, but many teachers do not know where to start. Only 7% of high school science teachers report feeling "very well prepared" to teach engineering. The apprehension level may be higher for those who don't teach physics--28% of physics teachers have taken an engineering course compared to only 10% of other science teachers (Banilower et al. 2013). In this article, the authors describe the engineering design process and how it parallels scientific practices. The authors suggest ways science teachers can begin to incorporate engineering design into their current classroom curricula.