Data are storied, often with rich histories and powerful stories to tell, yet often presented in a format that belies these stories. The arts can help put the body back into seemingly disembodied data. Arts-based approaches can help students embrace the storied nature of data and leverage the power of stories to affect change. Rahul Bhargava et al. (2015) proposed that students take on the roles of story finders and storytellers as they interact with data sets. They claimed data analysis might be repositioned as "story-finding" and data visualization as "storytelling" to emphasize the vital links between data interactions and creative, social action (p. 20). Through interacting in these ways with data, students develop agency to make claims about data through interpretation and personal connection (Pickering, 1995; Rosenberg & Jones, 2022). This article explores how three science, technology, engineering, arts, and mathematics (STEAM) curricula supported students in interpreting data and constructing data stories as part of the Arts-Based Data Visualization Project.