This paper reports on a study that investigated whether a five-session product dissection intervention that of a common dental floss dispenser effectively improved students' ability to consider economic factors in engineering. The study took place within a first-year introduction to engineering design course at a large southwestern public university. The students (N=108) participated in a specially designed product dissection intervention over the course of five class sessions completing both pretest and posttest design scenarios. The scenarios were designed to gage the extent to which the students included economic factors as important considerations before developing a solution. The analysis of the pre- and posttest results showed a statistically significant positive gain in the number of economic factors students listed as important to consider.