The purpose of the "Learn Better by Doing" study is to determine the extent to which U.S. public school students are doing hands-on activities in their classrooms. The study asks elementary and secondary (middle and high school) science, technology, engineering, and mathematics (STEM) teachers to respond to 13 statements concerning students "doing" in their classrooms. The first two statements are general in nature and are used for all grade levels. The remaining 11 statements are grade-level specific and based on Next Generation Science Standards (Achieve, 2013a; 2013b), Standards for Technological Literacy (ITEA/ITEEA, 2000/2002/2007), and Common Core State Standards for Mathematics (CCSSO, 2010). With the vast majority of teachers indicating that students learn better by doing, and the fact that students are doing more in technology and engineering courses, it stands to reason that technology and engineering courses are excellent resources to increase student achievement and better prepare them for continued education and the workplace. This article identifies the results of the first three of four rounds of the Learn Better by Doing study. The researchers are currently conducting round four of the study. The survey instruments will be available until April 15, 2017. Using the same survey instruments and methods, the researchers will solicit input from as many elementary and secondary STEM teachers as possible. The results of the fourth round will be published in this journal. The researchers will also produce a Final Report containing the results of the four rounds, implications, and recommendations. Elementary and secondary STEM teachers are encouraged to participate in this study, and a link is provided.