This project intended to create conditions that are conducive to helping minority students achieve success in learning, in school, and in life. The project is a response to the rising rate of health and career disparities among minority U.S. adolescents. Based on the theoretical framework of the cultural historical activity theory, this attempt aimed to use the dance activities for teaching, training, and learning. This study sought to use the dance to facilitate student learning of research processes and also optimize associated academic and psychosocial processes, by engaging in the culturally relevant activity of African dance. The specific target population included minority undergraduate students. An African dance instructor conducted the class once a week for 75 minutes for 3 months. Ten student researchers recruited participants and evaluated the impact of African dance on several dependent variables. Results were analyzed using parametric statistics. Findings indicated a significant effect of participating in the dance on dependent variables such as, learning the neuroscience associated with the activity and learning the Oromo dialect; meanings related to the activity of African dance; self-efficacy, racial identity, and positive attitudes towards minority-serving academic institutions. Through dissemination from the local to the global level, the broader impact sought by this project is to establish financially secure families by involving the workforce of tomorrow in activities that will promote positive psychosocial outcomes and STEM learning concurrently.