The engineering design process (EDP) can be a wonderful tool to nurture creative problem-solving abilities, prepare students to tackle problems with intentional planning, and encourage learning from failures. Many lesson plans and instructional strategies are guided by the EDP (Hill Cunningham, Mott, and Hunt 2018). In this article, the authors present a way of thinking about the engineering design process and illustrate it through an example of student work. The authors developed their model, called "Design Zones," through experience working with teachers and students and by studying research on design. As an example, the authors used the Design Zones model to look at the engineering design process of Selena, Nina, and Lola as they designed, built, and iterated on a prototype for a piece of accessible playground equipment. Over the course of 10 sessions, the team successfully negotiated design ideas, made iterations on their prototype, incorporated ideas about balanced forces into their design, and communicated their process to classroom visitors. In both the classroom and in interviews after the unit, the students demonstrated their pride in their prototype and showed identification with identities as scientists or engineers.