Cunningham and Lachapelle (2011) found that most students have a naive understanding of the field of engineering, mistaking it for the work of technicians or artisans and neglecting to see the contributions engineers make to people's daily lives. In general, public (and teacher) understanding is not much more refined. These misconceptions about engineering have led to negative stereotypes and disinterest in the field, consequently reducing the number and diversity of students entering the engineering pipeline (NRC 2009). For example, though engineers must rely on deep understanding of math and science, they also use imagination and creativity to design, create, and test unique solutions to challenges both large and small. By helping students recognize examples of engineering at school, home, and in daily life, and by involving students and their families in opportunities to apply the engineering design process in a variety of contexts, teachers can help change these negative misconceptions. In this article, the authors share their experience which indicates that teaming up with the larger school community and inviting families to learn alongside their students has benefits for all. Students and their families learn to apply the engineering design process in a variety of contexts during a family engineering event. (Contains 8 online resources.)