This study investigated how integrating social justice issues, STEM practices, and mathematics may support equity in mathematics education. We analyzed video of four lessons focused on inverse trigonometry and disability rights from a STEM project-based geometry class. Using an established observation protocol, we identified themes related to access and participation in coherent and cognitively demanding mathematics, student voice, and opportunities to develop positive mathematics identity. Findings provide insights into project and lesson structures that support balancing mathematics and social justice goals across STEM projects and point to additional considerations of equity not fully captured by the existing observation protocol. [For the complete proceedings, see ED606531.]