The study of engineering can advance the problem solving and critical thinking ability of all students and prepare them for the technological workplace. Early exposure to engineering principles may increase all students' interest in STEM fields, while embedding problems in social issues may aid in the recruiting of underrepresented groups to the STEM enterprise. The INSPIRE program implements these ideas and tests their impact on learning and teaching. The face-to-face workshops used in the INSPIRE program at Purdue are extended through cyber-infrastructure with the use of video-based mentoring in real time and an asynchronous learning experience. A video and audio network links elementary school teachers with researchers and educators at Purdue to form a community of practice dedicated to implementing engineering education at the elementary grades. A learning progression, based on the Engineering is Elementary and model-eliciting mathematics materials, is developed for elementary school teachers to increase their ability to adapt and refine engineering learning materials in their classrooms. Existing assessment instruments will be revised and new ones developed, as necessary, to measure the impact of the professional development that includes engineering on teacher, student, administrator and parent knowledge, attitudes, and behaviors about engineering and engineering education. The research plan identifies the changes in teacher and student knowledge, the abilities and behaviors resulting from the introduction of engineering, and the attributes of face-to-face and cyber-enabled teacher professional development and community building that can transform teachers into master users and designers of engineering education for elementary learners. The study involves about 120 teachers in three cohort groups.