This qualitative, phenomenological research study explores the best practices that secondary Grades 6-12 educators employ when using microcontrollers in the classroom. Governmental and private organizations have investigated and promoted the importance of Science, Technology, Engineering, Math (STEM) and computer science in education (Code Advocacy Coalition [CODE], n.d.-a; Fayer et al., 2017; National Science Board [NSB], 2010b, 2018, 2020b, 2022; President's Council of Advisors on Science and Technology [PCAST], 2010, 2012). Computer science occupations are a leading field and will have strong growth through 2029 compared to STEM occupations (Zilberman & Ice, 2021). Organizations such as CODE, Computer Science Teachers Association (CSTA), and the International Society for Technology in Education (ISTE), promote both STEM and computer science education seeking to increase engagement in computer science leading to students pursuing degree majors at the college level. Physical computing, using programmable devices, such as microcontrollers, are a way to increase engagement and interest in computer science (Hodges et al., 2019; Przybylla & Romeike, 2018b; Sentance et al., 2017a, 2017b). Through application of constructionist learning theory (Papert, 1980; Resnick et al., 2005) students can explore how to design, build, and program artifacts that can interact with the physical world. Artifacts can take the form of robotic cars, household and environmental sensors, and wearable electronics that are affected by the wearer and the environment. Various instructional frameworks can be employed with physical computing including the 6E model (Burke, 2014), Universal Design for Learning (Center for Applied Special Technology [CAST], 2018), the Use-Modify-Create model (Lee et al., 2011), in addition to strategies such as Pair Programming (Williams & Kessler, 2000), Debugging (Yadav et al., 2011), Tinkering (Kotsopoulos et al., 2017), Making (Sheridan et al., 2014), and Productive Failure (Kapur, 2008). To understand the phenomenon of best practices of physical computing with microcontrollers, the researcher implemented a phenomenological approach with 10 semi-structured interview questions to a group of 15 participants who experienced the phenomenon personally. The intention is the results from this study will raise awareness of computer science in secondary curricula and the value of physical computing using microcontrollers for promoting this ever-growing field. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]