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Engineering judgment is critical to both engineering education and engineering practice, and the ability to practice or participate in engineering judgment is often considered central to the formation of professional engineering identities. In practice, engineers must make difficult judgments that evaluate potentially competing objectives, ambiguity, uncertainty, incomplete information, and evolving technical knowledge. Nonetheless, while engineering judgment is implicit in engineering work and so central to identification with the profession, educators and practitioners have few actionable frameworks to employ when considering how to develop and assess this capacity in students. In this paper, we propose a theoretical framework designed to inform both educators and researchers that positions engineering judgment at the intersection of the cognitive dimensions of naturalistic decision-making, and discursive dimensions of identity. Our proposed theory positions engineering judgment not only as an individual capacity practiced by individual engineers alone but also as the capacity to position oneself within the discursive community so as to participate in the construction of engineering judgments among a group of professionals working together. Our theory draws on several strands of existing research to theorize a working framework for engineering judgment that considers the cognitive processes associated with making judgments and the inextricable discursive practices associated with negotiating those judgments in context. In constructing this theory, we seek to provide engineering education practitioners and researchers with a framework that can inform the design of assignments, curricula, or experiences that are intended to foster students’ participation in the development and practice of engineering judgment.