This mixed-methods study explored the impact of science, technology, engineering, art, and mathematics (STEAM) lessons on elementary students' STEAM knowledge, identities, and attitudes toward STEAM education. The study was conducted at an independent school in South Florida, United States, which employs arts integration pedagogy to serve at-risk students. Eleven third-grade students participated in the study. Paired t-tests and qualitative analyses of open-ended surveys were performed to examine their self-reported knowledge, identity, and attitudes. The findings revealed significant increases in students' self-reported knowledge of coding and programming robots. Qualitative data suggested that integrating art with science enhanced comprehension of scientific concepts. Regarding STEAM identity, the study showed a significant increase in students' self-reported competence in programming robots. Thematic analysis of qualitative data supported this finding, indicating that the lessons fostered creative problem-solving skills and self-recognition of these abilities.