This study examines the initial integration of engineering design in an introductory preservice elementary biology content course using a life science design task focused on composting. The task, informed by a three-dimensional learning approach, required preservice teachers to research and model the process and use of composting to help the citizens of Puerto Rico recover after the destruction caused by Hurricanes Irma and Maria. Data were gathered using concept assessments, design task assignments, and critical course reflections. Findings indicated that students made significant science learning gains, demonstrated knowledge about modeling, and exhibited an informed perspective of the design task as personally relevant. By exploring the initial implementation of the compost design experience, the authors aim to make visible the potential benefits of introducing an engineering design task informed by a three-dimensional learning approach on student science learning and relevancy.