Drawing on current motivation and identity literature, this research examines students' perceptions of themselves as engineers in the future and how this shapes their choices to be engineers. The primary data for this study were interviews collected over a four year period with ten students. Using multiple case study methods, the interview data were qualitatively analyzed. Participants in this study included five men and five women at Technical Public University (TPub, pseudonym). The results support two assertions. First, participants' views of themselves as future engineers include being good in math and science, being good communicators, being good at teamwork and enjoying activities they believe engineers do, doing problem-solving and having/applying technical knowledge. Second, despite almost four years in engineering-related classes and activities, three of ten participants remain unsure of what it means to be an engineer. Research and classroom implications are discussed. This research is part of the Academic Pathways Study (APS) conducted by the NSF-funded Center for Advancement of Engineering Education (CAEE).
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