The core subjects in P-12 education have a common key characteristic that makes them stable over time. That characteristic is a steady content. For example, in the sciences, the basics of biology remain the same--the cell is the basic building block around which organisms are defined, characterized, structured, etc. Similarly, the basics of physics and chemistry are relatively constant, with incremental increases in understanding adding to those basics when impacted by new discoveries over time. The same case can be made for mathematics, whose basic content has been unchanged for centuries and only expanded upon as old theories make way for new. In the same sense, the content of language arts has remained relatively constant over time. As a result, these subjects have maintained their relevancy in P-12 schooling as core knowledge all students should acquire. There are, however, some P-12 subjects whose content is far more fluid and that regularly change due to the very nature of that content. This is the case for what today is called Technology and Engineering Education (TEE). Unlike the core subjects, the content of TEE changes in concert with advances in global economies and their associated technologies and practices. The earlier forms of TEE in the late 1800s were closely aligned with higher education and originally intended as precursors to postsecondary studies of manual training, which transitioned to engineering as it became established as a core field of study. In the years since, TEE has strayed from this path, with subject content and practices becoming increasingly unstable and devalued over time. The multitude of evidence clearly indicates the need for transitioning to P-12 Engineering Education. Not doing so signals a profession that is resigned to becoming irrelevant and a subject destined to lose its presence in P-12 schooling.