Far and away, the issue causing the most concern--and the most excitement--among technology educators is "engineering." Some technology teachers see engineering as an invigorating new direction for the field. To them, engineering is the pinnacle of technological careers, and "engineering education" is a logical step forward for the profession known only 20 years ago as industrial arts. Others are concerned that engineering represents too narrow a segment of the field--a segment designed for high-achieving students at the expense of students they traditionally served. In talking with teachers, the author has come to believe that the issue of "engineering" in technology education actually boils down to two distinct questions. The first question relates to the role of engineering "processes" in their programs. The second is whether to pattern their "content" after traditional engineering content. However, the author believes that the most important question is how technology teachers as a profession define the word "engineering" in K-12 education. In his opinion, the field should view engineering as a verb--something that people do--rather than as a noun--something that people are.