<p>Although current science education reforms call for integration of engineering design into science teaching, many science teachers have no preparation in engineering. To address this problem, science teacher education programs have started preparing pre-service teachers (PSTs) in engineering design integrated science (EDIS) teaching. However, little is known about the structure of interventions and tasks for learning that are being used to prepare PSTs in EDIS teaching. We systematically examined the extant research studies on preparing PSTs in EDIS teaching for variations in their structures and tasks for learning and outcomes using a framework highlighting key structural and task-related components for preparing PSTs to teach science using the engineering design process. We also sought to consider in what ways those findings can inform future teacher preparation and research. Results show that most interventions were integrated into science teaching method courses and in field experiences. The longer intervention durations appeared to lead to better outcomes. Most studies reported PSTs’ increased understanding of the engineering design process, EDIS instructional planning, and self-efficacy for teaching engineering. However, some tasks for learning, such as providing PSTs with tools to evaluate EDIS instruction and its influence on student learning, supporting PSTs in examining their beliefs about EDIS teaching, and providing PSTs with an understanding of how to teach engineering design in diverse classrooms, were understudied in the studies reviewed. The findings have implications for science teacher preparation, science and engineering teaching and learning, and future research.</p>