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Many engineering faculty have been involved in some form of engineering education research (EER) during their professional career. This may range from a relatively superficial participation as a collaborator on a small departmental education initiative to a larger role in a leadership position as a principal investigator on a multi-institutional research grant. Regardless of the level of involvement, each engineering educator must evolve and invest substantial time to acquire a level of EER knowledge that is commensurate with their desired degree of participation. For those educators who are motivated to fully immerse themselves into a potentially rewarding EER program with the expectation of perpetuity, their evolution is not without barriers to entry and associated risks. The objective of this paper is to share the experiences of three established civil engineering faculty and their mentor who are within two years of receiving their first NSF grants to support EER projects at their home institution. Barriers to entry, challenges, and the lessons learned associated with their growth as emerging engineering education researchers are discussed. Strategies and resources are provided to assist new engineering educators to: lobby for institutional support, secure initial extramural funding, initiate collaborations, formulate short- and long-term career plans, build an Individual Development Plan (IDP), and develop an effective mentor-mentee relationship with an established researcher in the social sciences. It is hoped that this work will provide a holistic summary of their pathway, and to also caution and guide faculty who are contemplating either a partial or complete shift in their research paradigm to EER.