Even though significant progress has been made on raising awareness about equity and diversity issues in science education in the last two decades, the current push to address the Next Generation Science Standards' (NGSS) emphasis on integrating engineering and scientific practices has opened up new pitfalls. Here, I describe seven of the most salient pitfalls we should all seek to avoid if we are committed to making STEM education more culturally and socially relevant. Suggestions are provided to encourage educators, researchers, and curriculum developers to distinguish and stress the importance of engaging children in STEM instead of teaching STEM to students.