Investigating how elementary students see themselves as engineers will help researchers and educators more clearly develop effective engineering education interventions. With early interventions, students can begin the process of developing an engineering identity, and possibly diversify the field in the future. This study investigates how elementary students from rural contexts and on an Indigenous Reservation view engineering as a basis for the design of identitycongruent digital games. Data was collected through surveys and drawings and used to create a framework for early engineering education interventions using identity-congruent digital games. Results suggest a nuanced understanding of engineering identity being possibly influenced by contextual factors such as gender, rurality, and indigeneity. These findings provide insight into how educators and digital game developers might create engineering interventions based on how students in rural and Indigenous contexts view engineering.