Every week, thousands of "makers" worldwide indulge their passion for creating, inventing, and meddling as they visit "Tinkering studios," "Tinkerlabs," and "Tinkergarden." Such "makers" are inherently engineers; exhibiting many of the Engineering Habits of Minds described in this Special Issue as they draw upon their knowledge of science and technology to dream up and bring into existence their wonderful, and often wacky, creations. At a time when the grand goals of STEM education continue to focus on the desire to inspire the next generation of scientists and engineers the Tinker Tailor Robot Pi project continues to explore pragmatic questions about schools' cultural and curriculum challenges, and opportunities faced by teachers in English schools who have interest in enriching the teaching and learning of engineering education. Observing pupils', and teachers', enthusiasm and engagement in tinkering challenges in project schools provides a strong indication of the value of tinkering as a pedagogy to develop engineering education and habits of mind. This article summarizes the thoughts and outcomes of this project and considers the wider impact of tinkering.