This article reports findings from an exploratory study investigating the effects of robotics professional development sessions in underserved middle schools in the southeastern United States. Eleven middle-level science and mathematics teachers from a high-needs school district received year-long training in robotics technology and instructional integration. Teacher-participants were evaluated on their problem-solving abilities, critical thinking strategies, robotics knowledge, content knowledge, and instructional design through teaching observations and pre/post robotics teaching competency surveys. Student performance was measured by comparing student-participants' mathematics score growth on a standardized test against nationally normed control group samples. Results from teacher-participants (N = 11) indicated that they significantly improved their robotics teaching competencies and demonstrated measurable gains in numerous teaching performance indicators. Results from student-participants (N = 291) revealed they experienced mathematics growth at a higher percentage than their control group counterparts at each grade level. Sixth graders improved at a year change rate higher than the control sample to match the national norm mean on the posttest. Seventh graders experienced a year change rate and posttest mean far exceeding the control group that approached the national norm. Eighth graders improved at a year change rate that exceeded the control group but was beneath the national norm.