Based on the results from the pre-and post-evaluation, as well as visits to classrooms, RU RETE was successful in enhancing teachers' understanding of engineering and supporting them as they designed lessons for their pre-college classrooms. By the end of the summer program, teachers expressed that their participation afforded them an opportunity to engage in engineering research, learn about engineering and engineering research, and design engineering-based lessons for their classroom. Most notably, teachers' confidence in their ability to define what engineering is\what engineers do, generate challenging problems for advanced students or integrate engineering into their curriculum increased significantly. Moreover, 70% of the teachers indicated they would make moderate to major changes in encouraging students to explore alternative explanations or methods for solving problems and showing the importance of subject matter to everyday life which are necessary attributes for engineering curriculum. The first visit to teachers' classrooms was positive. The designed and implemented lessons enhanced existing curriculum and afforded students the opportunity to learn about engineering as an interdisciplinary profession (i.e. in their science, mathematics, social studies, and English classes). Their engagement in RU RET-E spurred a school-wide adoption of the engineeringbased lesson. More visits are scheduled for the spring 2012 semester. Future iterations of RU RET-E will continue to immerse teachers in engineering research by dedicating most of their summer experience to working in an engineering research lab alongside faculty and graduate students. The management team will continue to evaluate the longitudinal impact of RU RET-E by continuing classroom visits, as well as administering the post-survey every six months over the next several years.