This article describes a unit in which students were able to create projects that went far beyond the initial scope of what the authors imagined due to the scaffolded and sociocultural learning environment (Vygotsky, 1978). The article begins with an explanation of constructivism, design thinking, and Science, Technology, Engineering, Arts, and Mathematics (STEAM), as they relate to the approach used in the authors' classroom. Students learned from and with their classmates, but also differentiated projects to meet individual vision. While the students might have gained similar knowledge about computer programming and circuitry through a classic scientific and technology unit, it would not have engaged students to consider issues of aesthetics, the design process, and the notion of using technology as a tool to transform their ideas into reality. The complementary interdisciplinary approach worked, because the theme of transformation was enhanced by using discipline-based knowledge from the fields of art, science, and technology (Hayes-Jacob, 1989). By using an approach based in design, the authors found that STEAM education, at the elementary level, provided opportunities for students to develop understandings of complex concepts through engaging projects that break down barriers between disciplines. While art education has seen dramatic shifts in terms of content and focus in the last 20 years, STEAM education offers further opportunities for the field. Educators have struggled to actualize the vision of progressive educators who aimed to centralize education around students, their knowledge, and their experiences. STEAM education opens the door to integrate design thinking as part of the K-12 educational experience.