Early Learning Guidelines (ELGs) support early childhood educators, administrators, and professionals in developing and implementing early learning experiences to support young children's knowledge and skill development. Previous reviews of ELGs examined content addressed across states. However, no reviews have focused on science, technology, or engineering, which are becoming increasingly prevalent as target areas for all learners in the United States. The current review examined the extent (or count) to which science, technology, and engineering content are identified and included within ELGs and the content and processes included in the indicators. The results indicated most ELGs included specified science domains, with far fewer specified domains for technology or engineering. However, all ELGs addressed content at the indicator level for science, technology, and engineering. Individual indicators focused on earth and life science, physics, building and creating, and sequencing. Explicitly identifying content as science, engineering, and technology and expanding on the content to include additional topics (such as planning, designing, simple machines, and foundational computational thinking) could empower early educators to address these topics. To ensure indicators clearly articulate inclusive learning for science, technology, and engineering, additional evaluation of the content of indicators is needed.