Robots and robot technology have been used widely across disciplines at the postsecondary level, but have not gained traction at the secondary (K-12) level. In higher education, for example, mechanical engineers design the kinematics of a robot, the electrical engineers determine electrical needs, and the industrial and systems engineers determine best use in optimizing production. At the secondary level, courses are taught in a "silo" format and seem unrelated resulting in students wondering why some subjects are required. The robot is appealing as an integrator of courses because of permeation across the subject matter. Although the typical subject matters referred to when robots are in discussion are science, technology, engineering, and mathematics (STEM), other subject areas such as language, geography, medicine, and art are easily integrate-able. The ability of robot technology to use knowledge across fields of study and across all levels of education is valuable. The ability of robot education to cut across the discipline's knowledge helps to show interconnectedness, interdependence, and relevance of courses. The ability to scale the robot education from elementary to college creates a platform for continued growth. In addition, robot technology can be customized to local economy or needs. This chapter presents three case studies that were conducted to reach 5th- and 6th-grade students in three different continents. The case studies, though conducted at different times using different research methods, offer a glimpse of not only the interaction of subject matter, but also a larger aspect of value of education. [For the complete volume, "Educational Media and Technology Yearbook, Volume 43," see ED615880.]