This action research study explored the challenge of evoking wonder among fourth graders within one Catholic School, using an integrative STEM educational approach. Cognitive constructivism, social constructivism, and situated learning theory guided this qualitative case study. Twenty-one students learned about the Fibonacci sequence and Golden Ratio while engaging in nature walks, group work, and journaling. Students were tasked with creating a 3D design, utilizing the Engineering Design Process. Qualitative data were generated through student journals, practitioner reflective notes, and classroom observations and videos. Analysis and interpretation of the data indicated that (a) nature evokes wonder, (b) students create learning through personal connections, an indicator of wonder, (c) social discourse leads to wonder, and (d) wonder prompts faith. The implications of these findings for religious and secular elementary teachers are discussed. [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.]