Abstract: Researchers have shown that students are most likely to leave engineering undergraduate programs during their first two years. Justifiably, several studies have investigated engineering student persistence and attrition, especially during the first year, and then informed the development of interventions to address the challenges. While those interventions have improved freshmen retention in some institutions, less has been published on the impacts of these interventions on the sophomore student experience. In this study, we examined the experiences of sophomore engineering students and explored how these experiences relate to their identities as engineers. We conducted this study using photovoice, a methodology/intervention in which participants submit photographs to help describe their experiences and give recommendations on improving their experiences and resolving their concerns. Through empowering participants to co-construct the knowledge, we were able to see what interest, competence, and recognition as engineers looked like from the student’s perspectives. This work has the potential to yield practical solutions that institutional stakeholders can implement, such as intentionally creating cultures of well-being, self-reflection, and belonging.