Bildung as a flexible concept offers multiple perspectives to integrate aspects of becoming into education. This chapter describes experiments in implementing ideas of Bildung into an engineering classroom. At a liberal arts university in the United States, an Electrical & Computer Engineering department has undertaken the task of teaching undergraduate engineers how to evaluate the social impacts of technology. Contemporary North American liberal arts education is broadly associated with the concept of Bildung in its emphasis on holistic development of individuals who are capable of independent thought, which is often achieved through a firm grounding in the humanities and social sciences. Although this connects with an expansive notion of Bildung as an active relationship between oneself and the world, in this work, we also emphasize the emancipatory spirit of critical-reflexive forms of Bildung through our engagement with integration of socio-technical knowledge in engineering design. Consistent with the recommended uses of Bildung in STEM, the degree program is shifting from an outcomes-based assessment model to a holistic curriculum that incorporates socio-political knowledge and supports students’ individual development through the use of reflexive activities. One of the crucial interventions in this curriculum is during the third-year design course. In this class, technical problems take a backseat to socio-political ones. Students select a complex societal problem that they will intervene in with a technological solution. Throughout multiple design iterations, they are encouraged to continuously evaluate the “appropriateness” and “value” of the product for the given context. Students integrate design decisions with socio-political contexts through the creation of graphical representations, a method embedded within engineering epistemologies. The course concludes with an ePortfolio assignment, in which students reflect upon their personal journey in the course, the insights they have learned, and the importance it may have going forward in their careers. The chapter authors are a senior electrical engineering faculty member and an anthropologist who was embedded in the course for observation. Participant observation methods were employed in the design classes over two semesters. Qualitative codes were generated to characterize faculty’s desired learning goals and field notes were analyzed using this codebook. A set of vignettes have been selected to demonstrate the successes and challenges of using Bildung approaches in engineering contexts. Early successes include students’ acquired understanding of the importance of social context, iterative design, and critical feedback. Challenges include students’ resistance to take on “just a social science project” and failures of imagination regarding social context outside of their immediate experiences, ethics, and what might go wrong in the use of their designs. The chapter concludes with a set of practice-derived recommendations on how to support the development of Bildung capacities in engineering courses, and the ways these may support students as they continue to develop over their lifetimes and careers in engineering.