We examined the use of an engineering learning cycle (ELC) model and in a course for K-8 inservice teachers for two purposes. First, we were interested in how the ELC would support teachers' science, mathematics, and engineering content knowledge. We were also interested in their confidence in their ability to adapt content for teaching using the cycle. Thirty teachers participated in the course and completed an ELC that contextualized acoustics engineering in a school-based application: the design of classroom spaces. The science of sound, the science and engineering practices (NGSS Lead States, 2013), and the mathematics practices (NGAC & CCSSO, 2010) in the investigation of acoustics were emphasized through the initial stages of the cycle. The application of the concepts and skills of those early stages were then supported in the later stages of the cycle wherein teachers designed (and re-designed) classroom models to meet design criteria. The ELC model, a description of an acoustics engineering professional development experience, and outcomes related to teachers' content knowledge and confidence to adapt it within an ELC are discussed.