To drive the wider adoption of STEM in schools, researchers have promoted the benefits of teaching STEM subjects integrated across the curriculum. This integration can support more authentic learning opportunities where learning is framed in real-world application or driven through problem/project-based learning. The integration of digital technologies (DT), where the learning moves away from consumption to creation, provides for further application of learning where the development of artefacts can be situated within other subjects. This integration, however, raises new challenges for effective teaching and learning, and while new technologies and approaches can support this practice, this is still evolving. In this study we explore how one high school in New Zealand has integrated the creation of digital artefacts situated, in the digital technologies (DT) class, with learning in the Maori Performing Arts class. The study explores how mixed reality (MR), combined with design thinking approaches, provide new opportunities to integrate learning and support engagement in STEM. Drawing on a participatory action research methodology, this article explores the experiences and perceptions of three teachers as they adopt MR to engage and teach students drawing on critical DT skills.