In the growing field of K-12 engineering education, there is limited research that highlights the experiences of youth from historically marginalized communities within engineering learning environments. This study offers insights into the ways in which two groups of elementary school students constructed approaches for participating in the engineering design practice of collaborative reflective decision-making. Findings suggest that students conceptualized urban, engineering learning environments as spaces for risk management. This notion of managing risks informed their participation in collaborative decision-making, and the ways in which they viewed themselves as doers of engineering. Implications for this study include the continued need for the development of methodologies and frameworks that provide opportunities to uncover these potential risks, and design supports for student participation in engineering design practices.