Since the release of "A Framework for K-12 Science Education" in 2012, there has been a significant shift toward the use of science and engineering practices that mirror the way scientists do their work (NRC 2012). The "Framework" states, "A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science- a single 'scientific method'…in reality, practicing scientists employ a broad spectrum of methods…" (NRC 2012 p. 44). Although students and teachers are now using the science and engineering practices, there are still students (and teachers) who think there is a definite, rigid set of steps that all scientists follow. Today students are not only engaged in using the practices of science, they are also learning about and using the practices of engineering. Could similar misconceptions exist about how engineers do their work? To find out, the author developed a similar formative assessment probe for "Uncovering Student Ideas about Engineering and Technology: 32 Formative Assessment Probes" (Keeley, Sneider, and Ravel 2020). The article shows a draft version of the "How Do Engineers Solve Problems?" probe. This probe is used to elicit students' ideas about how engineers approach problem solving and design.