Picture this: a PhD chemist, PhD science educator, and a preservice Latina elementary educator walk into an aftercare program for primary and intermediate students from a rural school. These students are identified as low income and at risk and therefore eligible to participate in this school-provided aftercare. While across the state, these same educators engage a very different group of learners from a private school in afterschool enrichment for high achievers in grades 1 through 4. How does this odd collection of adults hook these diverse learners into the idea that they too can be scientists and engineers? The answer is to "update" a tried and true traditional classroom activity using 3D printers. The children from both settings were engineering boats to solve their version of a real-world problem using technology.