Current and future US engineering workforce demands require research to better understand how to support the professional formation of all engineering students. The number of enrolled engineering students nation-wide had the sharpest decline in a generation. Further complicating the problem is the decreased math and reading scores across the US since the pandemic, adding an additional filter of who can enter into engineering. Projected national shortages of engineers are in the tens and hundreds of thousands of workers in some sectors. Simultaneously, fewer young people are entering into four-year degrees. Once a student has enrolled in an undergraduate engineering program, they become a valuable asset for meeting the workforce demands and need support to continue in their professional formation. However, researchers have found that some subgroups of students are at a particularly high-risk of leaving engineering. Among those subgroups of at-risk learners are nonbinary engineering students. Researchers know very little about factors supporting or hindering nonbinary students engineering professional formation. This project serves to help understand how these students leverage identity-specific strengths from their communities, known as community cultural wealth, to succeed in their academic careers. This novel, transformational EAGER proposal will explore their community cultural wealth—that is, for example, how these students sustain hopes and goals, successfully navigate th