Ensuring consistent student attendance is pivotal for academic achievement in elementary education. An observed decline in attendance among elementary students in the United States, particularly in Georgia, signifies a pressing educational problem that requires effective interventions. The research addresses the gap in the literature concerning the evaluation of STEM bin challenges as a potential strategy to improve attendance. The purpose of this quantitative causal comparative study was to examine whether the use of STEM bin challenges at morning arrival could significantly affect attendance with on-time arrival of fourth-grade students compared to third grade without STEM bins at a large, suburban public elementary school in Georgia. Guided by the theoretical framework of social constructivism and connectivism, the study aimed to determine the impact of STEM activities on student attendance. Research questions examined whether fourth-grade students exposed to STEM bin challenges would exhibit increased attendance semesterly or annually. The quantitative causal comparative study analyzed archival attendance data from 114 fourth-grade students, offering insights to inform educators, administrators, and policymakers about the potential of STEM bin challenges in promoting attendance. Selection criteria for participation included attendance records from 2 academic years. Findings revealed that fourth-grade students engaged in STEM bin activities upon arrival at school demonstrated a significant increase in punctual attendance compared to their third-grade attendance without STEM bin activities., confirming the efficacy of interactive tools in promoting school attendance. Study results underscored the potential of incorporating STEM-focused activities into educational policies and practices to combat tardiness and foster a more engaging learning environment. [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.]