In regards to mitigating global climate change it is evident that the transition to sustainable technologies is critical. Integrating sustainable energy engineering (SEE) within secondary school curriculum can have many lasting advantages for the future of global sustainability. There are numerous studies relating to aspects within SEE, not to mention the different demographics of secondary schools of which they are implemented. Our work focuses with the urban secondary school demographic. We use quantitative and qualitative research methods throughout our research to assess student's hope for sustainable development and interest in engineering after engaging with SEE problem-based curricula.