Although identity is emerging as an attractive explanation for who persists in engineering, few studies have directly linked identity to retention. This project will examine the predictors and factors that work to shape engineering identity and its impact on retention for individuals at different educational stage,-high school students enrolled in engineering courses, undergraduate engineering majors, graduate students, and recent BS engineering graduates. It will build on the limited work on math and science identity, as well as research from engineering education on the importance of professional experiences.