["Journal of Engineering Education, Volume 115, Issue 3, July 2026. ", "\nAbstract\n\nBackground\nThe strength with which engineering students identify with engineering—namely, their engineering identity—correlates with their decisions to pursue engineering work after they graduate. Authentic and hands‐on experiences, like participating in research projects and programs, can play a vital role in shaping undergraduate students' engineering identities and career aspirations.\n\n\nPurpose\nThis qualitative study investigated how a National Science Foundation (NSF) funded Research Experiences for Undergraduates (REU) program aided in the development of the engineering identities of its undergraduate student participants and how the students' social identities interacted with their engineering identities through their participation in the REU program.\n\n\nMethod\nWe utilized a phronetic iterative approach within this study. Data were collected through virtual interviews with REU program participants. Data were then analyzed utilizing Cunningham and Kelly's (2022; Journal of Pre‐College Engineering Education Research 12(2):57–71) Model for Equity‐Oriented Engineering Learning.\n\n\nFindings\nOur findings show that the asset‐based pedagogies, socially engaged engineering, and authentic engineering practices embedded within the REU program collectively enhanced the engineering identities of the student participants. Our findings also uncovered how participants' social identities, specifically the women participants' gender identities, were supported through the REU program, further developing their engineering identities.\n\n\nConclusions\nThis study discerned specific aspects of the REU program that helped develop the engineering identities of the undergraduate students. These program features are transferable to other engineering educational contexts. Therefore, this study aligns with and extends the extant research on engineering identities and education.\n\n"]