Centering equity in our work eliminates disparities and promotes the learning and development of "ALL" children. Although there has been increasing focus on supporting science, technology, engineering, and mathematics (STEM) in early childhood, many children with disabilities still face challenges in accessing early STEM opportunities. In this article, we suggest a strengths-based, system-level, and theory-driven approach to encourage the field to shift away from the practice of "fixing" children when providing STEM learning and teaching for young children with disabilities. At the conclusion of this article, we also offer critical questions for readers to ponder and reflect on their work.