This chapter focuses on the practice of engaging in argument from evidence. In each chapter, the practice is dissected into distinct and clear learning tasks that can be used as process goals. These tasks are then examined within the context of a self-regulated learning cycle. A multistep coaching strategy explaining points for instruction and assessment is provided using the example of a design challenge for students in grades K through 2. The design challenge asks students to identify a problem to solve from a picture book and use the engineering design process to solve that problem. The tasks (process goals) are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students.