We analyzed the effects of a game-based, supplemental fraction curriculum on fourth and fifth grade students' fraction knowledge, engagement, and STEM interest. Students with and without disabilities with intersecting identities (e.g., race, disability status, gender) comprised the sample. Results indicate significant differences in fraction concept knowledge as a result of the curriculum for all students, but not STEM interest. Furthermore, engagement was a significant predictor of STEM post test scores, but not fraction concept post test scores. Implications of the results in the context of previous research on game-based mathematics curriculums are shared. [For the complete proceedings, see ED658295.]