Despite the efforts made in the last forty years in engineering education, Latinas and Latinos continue to be underrepresented in the field. Recent scholarship points to the need of culture change in the field; this entails redefining what it means to be an engineer. Research has shown that undergraduate students who identify as engineers are more likely to persist in engineering. However, the current literature on engineering identity has focused on an aggregated population of engineering students, leaving the experiences of students of color unexplored. This study aims to address this literature gap and the underrepresentation of Latina/o students by investigating the development of engineering identity using a culturally situated framework.