Interest in engineering at the P-12 level has increased in recent years, largely in response to STEM educational reform. Despite greater attention to the value, importance, and use of engineering for teaching and learning, the educational community has engaged minimally in its deliberate and coherent study. Specifically, few efforts have been conducted to examine the engineering content and skillsets that are developmentally appropriate for P-12 education. Yet, the recent report, "Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation" (National Academies of Sciences, Engineering, & Medicine 2017), recommends greater awareness of what engineering content knowledge teachers need to address in different grade bands. Preliminary attempts have been conceived and proposed by the authors of this article to provide a curricular framework for the coherent study of engineering in relation to the currently existing discipline. The frameworks proposed within this article are meant to be working documents, reviewed by stakeholders within and external of the engineering teacher professional community, with the purpose of more explicitly detailing the experiences of P-12 students, their development of engineering literacy, and the subsequent learning progressions associated with said development. Given the vague nature of the term "engineering education" and historical misconception of Technology Education (e.g., Dugger & Naik 2001), an interpretation of what P-12 engineering education is, and is not, is also discussed. [For "Increasing the Roles and Significance of Teachers in Policymaking for K-12 Engineering Education: Proceedings of a Convocation," see ED574117.]