While current educational standards serve to ensure all students have access to quality education that engages them in learning the skills that STEM teaches, there continues to be a gap in female students taking STEM-related classes in high school and subsequently entering STEM related careers. Gaining female learners' interest in STEM during middle school has the potential to address this problem. As an Educational Specialist for LEGO® Education, I am responsible for the professional learning and preparation of teachers as they learn to use LEGO® Education materials to enhance STEM education. Through this study, I sought to investigate ways that LEGO® Education Ambassador Teachers (educators selected as exemplary practitioners by LEGO® Education) engage female students in LEGO® Education lessons to heighten their interest in STEM learning. Framed through the lens of practitioner research, the goal of this investigation was to enable me, through the findings distilled in this study, to improve the professional development I offer to teachers by heightening their awareness of the unique needs of female students as well as pedagogical approaches to instruction that help address those needs. Three middle school Ambassador Teachers from various geographic locations were selected through purposeful sampling to participate in this study. Borrowing from Seidman's (2012) phenomenological interview approach, data collection included three interviews with each participant as well as classroom observation and researcher journaling. Analysis of data led to the construction of narratives for each teacher, which are presented first, followed by a discussion of ten common practices related to engaging female learners that were apparent across all three participants. These common practices include: (1) creating a culture of discussion, (2) using challenging projects, (3) providing role models, (4) scaffolding building and spatial skills, (5) encouraging stories, (6) planning for success, (7) devising group dynamics, (8) promoting self-efficacy, (9) setting high expectations, and (10) allowing for relevancy and choice. Implications for teachers who wish to purposefully interest their female students in STEM careers are discussed, along with implications for my own practice and actions taken to improve my work as a LEGO® Education Specialist. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]