Young children often engage in engineering-based design to solve problems—as in the example in the opening vignette—through their language and social behavior during constructive play. However, children (and teachers) often do not know they are engineering. In recent years, science, technology, engineering, and mathematics (STEM) have been increasingly emphasized for elementary-age children, and this trend should extend into preschool too. Blocks—a fundamental material found in almost all early childhood settings—are an excellent (and fun!) means for enhancing early engineering and STEM concepts. Through our work as university scholars and educators, we developed a research-based program to assist teachers in recognizing, encouraging, and enhancing children’s “engineering play.” (author abstract)