This article presents a single case study of an experienced physical science teacher (Janet) integrating engineering practices into her urban science classroom over a two-year time frame. The article traces how Janet's understanding of the role engineering in her teaching expanded beyond engineering as an application of science and mathematics to engineering as a humanistic and socially-just activity with the potential to empower her students. The data for this qualitative case were gathered over a two-year period during which the teacher participated in an engineering professional development program. The data were gathered from five interviews, observations of implementation, student artifacts, lesson plans, and Janet's journal reflections. Three primary themes arose around the role of engineering in her urban classroom: real-world problems and applications, student engagement and learning, and solving complex problems. These themes each contributed to Janet's expanded understanding of engineering from a focus on engineering as a general STEM career to engineering as problem solving strategies which empowers students to be active participants in their urban community