As part of a growing emphasis on "STEM," engineering has gained prominence in precollege education. In response to that trend, an emerging area of educational research focuses on the "Nature of Engineering" (NOE), a collection of ideas about what engineering is, what engineers do, and how engineering is related to science and society. In recent years, multiple NOE frameworks have been developed, along with associated NOE instruments. Thus far, NOE research has often taken cues and utilized concepts from the extensive body of nature of science literature. While there is much to be gained from nature of science research, in this paper I raise concerns with using the nature of science as a template for the NOE. I examine several NOE frameworks and identify issues and gaps that arise from the application of nature of science-based approaches. That analysis indicates that extant NOE frameworks overlook the professional contexts in which engineering work occurs, and the ways that those contexts cause engineering practice to differ from that of science. Attending to and understanding the professional context of engineering is essential for describing the sociocultural dimensions of the NOE, which are of primary importance when it comes to engineering literacy. In addition to clarifying the NOE, I offer suggestions for how giving more attention to these NOE dimensions can move this field of research, and precollege engineering instruction, forward.