There is a growing need for STEAM-based (Science, Technology, Engineering, Arts, and Mathematics) knowledge and skills across a wide range of professions (Brazell 2013). Yet students often fail to see the usefulness of mathematics beyond the classroom (Kloosterman, Raymond, and Emenaker 1996), and they do not regularly make connections between mathematics and other fields (Kleiman 1991). Further, many students determine that mathematics is only for certain types of people and decide against pursuing advanced studies (Boaler and Greeno 2000). To make careers in STEAM fields tangible and accessible to their students, the authors of this article describe a lesson they developed to examine the multidisciplinary nature of game design and the role of mathematical reasoning in the process.