Non-formal STEM education programs can expose youth to STEM concepts outside the formal school environment. These programs employ education techniques such as hands-on learning, problem-solving, and connection to authentic science experiences. Youth participating in non-formal STEM programs are more likely to consider themselves science people and pursue STEM degrees and careers. The purpose of this case study was to describe how experiential learning occurs in a non-formal STEM educational program to understand better how youth-adult partnerships occur and how youth identify with a non-formal STEM education program. This study utilized a qualitative single case study design, selecting a FIRST FRC robotics team of youth ages 14-18 as the case of interest. Data was collected through interviews, photo-elicitation, observations, and document analysis. Several themes emerged through analysis guided by experiential learning and positive youth development conceptual frameworks. Six main themes emerged: a.) guiding peers through the learning process, b.) figuring it out for themselves, c.) feeling uncertain about how much support is desired, d.) discovery and application of personal interests and skills, e.) being a robotics kid versus a kid in robotics, and f.) developing stress and mitigating its impact. These themes provided insight into how learning occurred in a non-formal STEM program. Although many aspects of experiential learning were observed, such as hands-on learning and application of skills, other components, such as reflection, were not as outwardly apparent. Additional insight was gathered on the role of STEM subject matter experts in youth STEM programs. Although STEM subject matter experts frequently do not possess expertise in youth development, several aspects of positive youth development and youth-adult partnerships were observed. Lastly, belongingness emerged as a component of identity development, with several youth in the program identifying as "robotics kids." [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.]