Through a collaborative effort between a sixth-grade teacher and two university faculty, we designed an integrated unit to learn about motion and we learned that an integrated teaching and learning experience about motion is MESSY (i.e., it includes movement, engagement, social interactions, spontaneity, yikes, and yippees!). We engaged in a twofold goal process of integrating mathematics, science, and technology. First, we embedded an inquiry approach in our planning and facilitation of learning experiences. Second, students coconstructed their understandings of motion through collective inquiry. School and university faculty, as well as students, learned about inquiry, about using motion detectors to learn and teach about motion, and about how mutual respect and collaboration support productive STEM learning, teaching, and research.