Multilingual children learning English often receive inequitable curriculum, instruction, and assessment opportunities in preK-5 schools where English is the dominant language of instruction. There is an even more prevalent gap when also considering access to high quality STEM learning opportunities. Why is STEM enrichment for multilingual children critical, even during a pandemic? STEM in early/elementary education can offer deep, productive content to engage all children and build on their lived experiences. Through after-school enrichment where multilingual children can make their thinking visible by using multimodalities (e.g., gestures, visually sharing with detachable web camera) and with multilingual language scaffolding, more equitable STEM learning opportunities are possible. In this article, the authors share an example from a STEM investigation in an after-school program and provide recommendations for classrooms based on what was learned.