With a new emphasis on the inclusion of engineering content and practices in technology education, attention has focused on what engineering content should be taught and assessed in technology education. The National Academy of Engineering (2010) proposed three general principles for K-12 engineering education in "Standards for K-12 Engineering Education"?: (1) Emphasize engineering design; (2) Incorporate important and developmentally appropriate mathematics, science, and technology knowledge and skills; and (3) Promote engineering habits of mind. Principle 3, engineering habits of mind, was proposed as an essential skill to separate how engineers think and act from ways that academic content teachers think and act. Based on this construct, this article examines what engineering habits of mind are, explores linkages to national standards, and proposes how these habits of mind can be taught in technology education classrooms at the secondary and preservice teacher education levels.