Recently there have been calls to expandSTEM education to include the arts and design, transforming STEM into STEAM in the K-20 classroom (Maeda, 2013). Like STEM, STEAM education stresses making connections between disciplines that were previously perceived as disparate. This has been conceptualized in different ways, such as: focusing on the creative design process that is fundamental to engineering and art (Bequette & Bequette, 2012); emphasizing the role of creative and synthetic thinking to enhance student interest and learning in science and mathematics; and showing the value in exploring the science and mathematics that underpin different artistic techniques (Wynn & Harris, 2012). In this article, the authors describe how a collaboration between art education, engineering, and landscape architecture led them to conceptualize STEAM as a social practice that reflects concerns for community engagement and ecological sustainability.