The purpose of this qualitative descriptive study was to explore how elementary STEM teachers describe their use of engaging activities and strategies to help students learn from their mistakes during STEM instruction in the Southeast region of the United States. The theoretical foundation was Bruner's Social Constructivist Theory. Two research questions for this study were: How do elementary STEM teachers describe their use of engaging activities during STEM instruction? How do elementary STEM teachers describe their strategies to help students learn from their mistakes during STEM instruction? This study explored the problem space using Bruner's social constructivist theory. The researcher sought to understand the research problem by exploring the answers to these questions. The sample included twenty-eight elementary STEM teachers from the Southeast who participated in a semi-structured individual or focus group interview. The themes found were: elementary teachers create an engaging STEM classroom for all learners, creative STEM activities better engage students, elementary teachers create opportunities to ensure students actively think and connect with the STEM curriculum. Teachers used strategies learned in professional development and from other educators to assist in developing STEM problem-solving skills, and teachers used different strategies to promote STEM independence. All themes contributed to the STEM education field. The results of this study provided implications for teachers, administrators, district personnel, and other stakeholders interested in STEM in a theoretical and practical sense. [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.]