In order to help teachers understand the importance of intentional design for inclusive education, this article describes the design process an engineer might use when designing a new project. If teachers learn to think like engineers, it is possible for them to design inclusive education. This conceptual design can then be combined with subsystems and mechanisms that reliably assist teachers to move from merely embracing inclusive philosophy to the implementation of inclusive practices. This differentiation between philosophy and practice is especially salient on the secondary level where inclusive practices are often discussed in a positive light but may not be implemented with any real enthusiasm (Keefe & Moore, 2004). Before discussing the merits of the engineering metaphor, inclusive education on the secondary level is briefly examined. (Contains 1 figure.)