Arts-integrated STEM (science, technology, engineering, and mathematics) education has long debated the role of the arts within this interdisciplinary approach: does arts-integration solely serve STEM outcomes, or can it also benefit the arts? This study explored one approach -- "photography-integrated STEM" -- that equally balances art concepts around photography, storytelling, and visual thinking with STEM concepts around COVID disease science and systems thinking. Over the course of seven weeks, I and a team of facilitators implemented a photography-integrated STEM afterschool program in a rural housing development in central Washington with 19 youth (ages 7-11). I asked how youth exhibited self-determination, systems thinking, and arts-based practices in the context of this photography-integrated STEM program. This study used a qualitative methodology influenced by design-based research, ethnography, photovoice, and grounded theory. Informed by my analysis of field notes, audio recordings, and youth art, I use an analytic art show to demonstrate how youth transformed photography-integrated STEM activity through acts of self-determination. As a result of self-determination, youth created expansive possibilities for learning with regard to visual literacy and systems thinking. I propose a relationship between systems thinking and visual literacy and suggest future research into both this potential complementarity and self-determination in diverse learning environments. [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.]