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Although different scholars have offered several reasons behind why Latinx students do not pursue STEM careers–particularly engineering–many scholars have argued that one particularly powerful reason is that the cultures of students do not fit the dominant discourse of engineering. It has been argued that curriculum materials do not portray the lived experiences and embodied knowledge of students who come from non-White, non-English-speaking backgrounds. In addition, teacher preparation has been questioned regarding the opportunities available for teachers to identify with engineering and make the curriculum more culturally relevant to students. Building this capacity is critical for the recruitment, preparation and roader participation of underserved communities in STEM. Moreover, teacher preparation is necessary to dismantle the dominant narratives in STEM and to provide the space for underrepresented students' embodied knowledge to be acknowledged, valued, and integrated into the curriculum. This project presents the ongoing efforts to analyze how a more situated view of engineering, particularly through asset-based approaches, can serve as a pathway to and through engineering for Latinx students. The goal is to provide teachers with the tools to identify, elicit, and recognize students' funds of knowledge as assets in solving engineering problems.