With the introduction of "Next Generation Science Standards" ("NGSS"), teachers have been called to find meaningful and engaging ways to teach science content while incorporating engineering practices and, to a lesser extent, computing and computational thinking. The task becomes even more complex when they also have to integrate mathematics under the umbrella of STEM (science, technology, engineering, and math) education. To be of high quality, this integration needs to be intentional and specific, with consideration given to both content and context (Bryan, Moore, Johnson, & Roehrig, 2015). This article describes an integrated STEM unit where students worked on a project requiring an interdisciplinary solution authentic to complex problems in the real world (English, King, & Smeed, 2016). It also highlights core features that supported disciplinary engagement, improved interdisciplinary learning, and increased awareness and interest in engineering specifically and STEM more broadly, with the goal of providing a framework to support engineering education as situated within the broader context of STEM learning.