Ramps and Pathways (R&P) early physical science activities enable educators and young children (3-8 years) to explore and investigate what happens as marbles and rolling objects are released on constructed ramp structures and pathways using wooden cove molding. The R&P project challenged educators to transform their views of early science learning and instruction. Preliminary pilot and field-testing results demonstrate improved science achievement and teaching practices. The purpose of this paper is to examine the potential impact of R&P investigations for children with and without disabilities: (a) on learning and development in general; and (b) STEM outcomes specifically according to Idaho teacher participants. This investigation will likewise explore teachers' attitudes and firsthand experiences toward implementing R&P with young children. Teacher reflections revealed that teachers witnessed developmental benefits related to language and social emotional development during R&P. Although teachers as a group observed STEM learning and thinking for learners in general, the early childhood--special education teacher noted children with disabilities specifically learning and developing STEM concepts.