The Next Generation Science Standards (NGSS) bring new attention to the role of STEM (science, technology, engineering, and math) in the preK-3 curriculum. However, research indicates that early-childhood preservice teachers feel ill-prepared to teach STEM due to a lack of content knowledge and pedagogical content knowledge. The goal of teacher educators is to engage their preservice teachers in experiences that help them recognize that STEM has a place in the early childhood classroom. This article describes a project in which preservice teachers examined premade STEM kits for early childhood and then designed a developmentally appropriate kit based on modern children's literature or inquiry-based problems. The preservice teachers were to include ideas from the three core considerations of developmentally appropriate practice from the National Association for the Education of Young Children (NAEYC) into their lessons. The core considerations require teachers to know about child development and learning, know what is individually appropriate, as well as what is culturally appropriate. The preservice teachers looked at the kits from both a student and teacher perspective and used their observations and analyses to design kits that engaged their students in hands-on STEM activities, using a checklist provided in class. This article shares the outcomes of their STEM-teaching experiences.