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This work-in-progress research paper explores the way in which low-socioeconomic status (SES), first-year undergraduate engineering students develop their engineering identity. Identification with the field of engineering, or engineering identity development, is an ongoing process for students. While scholars have used retrospective studies to understand the developmental aspect of this process, a longitudinal study that follows students' engineering identity development could provide an advantageous viewpoint. In this study, we investigate the engineering identity profiles of incoming low-SES, high-achieving engineering students. We interviewed 13 students using a protocol focused on understanding the students' engineering identity profiles before entering engineering school. An integrated model of engineering identity development was used to frame the research and guide the analysis. Our preliminary results show existing pre-college identity-related patterns across students as well as initial ways of identifying with their major and engineering as a field. This work has contributions to research in the areas of engineering identity development as well as broadening understanding of engineering students who are both low-income and high-achieving. Our work has practical implications for academic and professional support programs for low-income engineering students and programs that aim to support engineering identity development.