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Science, Technology, Engineering, and Mathematics (STEM) education is spurred by an economic and social need for cross-discipline understanding of complex, worldwide problems, made through intentional connections between two or more STEM subject areas. In order for educators to articulate these connections, research suggests they must have a firm understanding of the individual disciplines through both content and pedagogical approaches. In 2007, as a leader in non-formal STEM education, 4-H made a specific commitment to improve STEM literacy in America's youth by forming the 4-H Science mission mandate, therefore increasing its STEM programming. This qualitative study examined how 4-H educators come to understand STEM and engineering concepts and utilizations, and whether their backgrounds influence their verbalization or expectations of engineering. Narrative themes emerged that help determine how engineering is currently and can continue to be more clearly and consistently articulated and connected within 4-H programming. Themes included 1) a lack of direct connection or understanding of engineering characteristics to 4-H programs, 2) familiarity with and ability to apply engineering characteristics to the Do Reflect Apply model, and 3) the importance of volunteers as STEM and engineering educators within 4-H programming. Strategies for professional development emphasizing engineering understandings, learning outcomes, and broad applications were discovered. Professional development should consider the effects of engineering and STEM self-efficacy, as well as professional identity development. Additionally, it utilize approaches such as the Do Reflect Apply model, and reflect on the learning objectives 4-H educators strive to achieve during STEM programming in conjunction with life-skills. Master of Science in Life Sciences In 2007, 4-H made a specific commitment to improve Science, Technology, Engineering, and Mathematics (STEM) literacy in America’s youth by forming the 4-H Science mission mandate. However, research suggests in order for educators to successfully implement STEM programming, they need to understand the content and best teaching practices, which presents a unique obstacle for 4-H educators as many lack formal education in both. By conducting interviews with current 4-H educators in Virginia, this research begins to highlight the importance behind STEM understanding and STEM teaching practices – particularly as they pertain to engineering projects. These interview and data analysis process uncovered common themes including connections between engineering and current 4-H educational approaches, as well as the existing barriers between volunteers as STEM educators and successful programming. In order to improve STEM education within 4-H, professional development strategies focusing on engineering characteristics, outcomes aligning with 4-H goals, and applications to real-world problems should be implemented.