The purpose of this cross-case analysis multiple-case study was to examine the relationship between toys, spatial skills, and women's chosen engineering fields. Interviews, demographic survey, a toy recall exercise, and the Purdue Spatial Visualization test were used to collect qualitative data from the six female undergraduate participants majoring in engineering. The participants majored in aeronautical engineering, mechanical, systems (2), civil, and cyber security engineering. In total, 153 toys were mentioned by the six participants, and their spatial test scores fell between the range of 65% to 100%. The most frequently mentioned toys and play activities among the participants were puzzles, LEGO bricks, computer games (online), dolls and doll accessories, outside play, phone apps/ games, game consoles and console games, animal toys, blocks and DUPLO, reading, art/drawing, and creative/imaginative play. Themes related to toys and chosen engineering field were (a) working with others/teamwork/collaboration, (b) independent nature, (c) social connectivity and networking, (d) presence of engineering concepts reflected in play, and (d) ability to focus. Themes related to toys and spatial abilities were (a) varying belief of the impact of toys on spatial skills, (b) high test scorers have unique play experiences, (c) high scorers have opposing interactions with LEGO bricks and puzzles, and (d) affection towards toys differs by spatial performance. Themes related to toys, spatial abilities, and engineering were (a) the role of 3-D play, (b) confidence, and (c) early identification of engineering interest and related play. The themes which emerged as a result of this study provided insight to why participants majored in engineering, how toys and play impacted their interest in engineering, and how toys and spatial skills were connected.