This retrospective, quantitative, causal-comparative study was conducted to understand if there was a statistically significant difference in student achievement (gain scores and pass/fail rates) between low SES STEM students who received increased technology-enabled active learning (TEAL) instructional techniques and low SES STEM students who did not. To answer the study questions, student gain scores and pass/fail reports were reviewed for 343 high school students at an Urban Title One High School in the Southwestern United States. The results from an independent-samples t-test on student gains scores showed that the control group scored lower on the Galileo gain scores (M = 6.58, SD = 8.28) than the intervention group (M = 10.67, SD = 8.04), a statistically significant difference, M = -4.09, 95% CI [-5.84 to -2.35], t(341) = 4.61, p < 0.001. The results of a chi-square test on the cohort group and pass/fail rates demonstrated a statistically significant association between the cohort group (control or intervention) and the pass/fail rates of students &khgr;2(1) = 4.157, p = 0.041. The results suggest that implementation of TEAL instructional techniques could be beneficial in improving academic achievement for low SES STEM students and support the theoretical frameworks of TPACK and Constructivism pedagogy in low SES STEM classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]