Integrated STEAM instruction continues to be a major focus of K-12 education. In effort to better understand STEAM education, we reviewed existing frameworks for implementing integrated STEAM in classrooms. We found that existing frameworks largely focused on the lens of the teacher, thus leaving the student perspective of STEAM learning experiences out of conversations centered on both research and practice. The purpose of this theoretical paper is to center STEAM education on students' rights, obligations, and duties within integrated STEAM instruction as a way to refine understanding of students' positions in STEAM learning experiences. We use theoretical considerations and evidence to explore new ways for transdisciplinary STEAM to be conceptualized from a student perspective. We conclude with considerations and implications for future STEAM education research.