In this article, Denson and Lammi put forth a conceptual framework that will help promote the successful infusion of engineering design experiences into high school settings. When considering a conceptual framework of engineering design in high school settings, it is important to consider the complex issue at hand. For the purposes of this article, the issue at hand centered on identifying necessary components to support the infusion of engineering design experiences in high school settings. The essential components of this framework include: (1) situating engineering design in the curriculum; (2) sequencing the engineering design experience; (3) selecting appropriate engineering design challenges; and (4) assessing the engineering design experience. Attention to these components will support the teaching of subject matter content and the teaching and learning of critical-thinking skills, engineering habits of mind, problem-solving skills, and systems thinking. Without adequate attention to each of these areas, the infusing of engineering design experiences in high school will be without the necessary structure and curricular support. The framework helps supports the teaching of subject matter content while developing engineering habits of mind, problem-solving skills, and critical-thinking skills. Additionally, this framework supports the investigation of engineering design experiences in high school settings.