The recent push for STEM (Science, Technology, Engineering, and Mathematics) education introduces (through the emphasis on engineering) a "design process" to science classrooms; some educators have also pushed for the "artistic or creative process" becoming a part of STEM education. In certain cases, this might be an opportunity for greater prominence for art education, better art and STEM learning, and heightened student engagement; in others it might weaken each discipline and confuse the boundaries between different approaches. In what follows we describe the possibilities and pitfalls of an approach that infuses both the creative process and design thinking into a new iteration of STEM education that adds arts (with a capital "A") to the acronym to make STEAM. (Contains 4 figures.)