STEM (Science, Technology, Engineering & Mathematics) education and initiatives have grown tremendously over the past decade for children in high school, middle school, and even later elementary school. However, little research and opportunities exist for young children in early childhood (Moomaw, 2012). This qualitative case study research focused on the effects of implementing STEAM (Science, Technology, Engineering, Arts, and Mathematics) initiatives in a diverse, high-needs primary school (Grades K-2) in the northeastern part of the United States. The STEAM lessons provided by the researcher were integrated into the curriculum through the collaborative efforts of the school librarian and the art teachers. In the library, primary students were introduced to STEAM initiatives through children's literature. Children were presented with engineering design problems tied to the story. The following week in art class, students worked collaboratively in small groups to design, develop, and test their engineering designs that had been developed and planned in the library the week before. The results of this study showed that not only could young, high-needs, primary students successfully grapple with engineering design at their level, but they could also work collaboratively and grasp basic STEAM concepts that impacted their designs. Reflections from this research emphasized how early childhood students were not only capable of learning STEAM initiatives, but also thrived while using their natural senses of curiosity, exploration, experimentation, observation and critical thinking skills to engage in engineering design-based activities (Moomaw & Davis, 2010).