Providing science, technology, engineering, art, and mathematics (STEAM) culturally responsive enrichment activities is one way of promoting more interest in science, technology, engineering, and mathematics (STEM) studies and careers among indigenous students. The purpose of the study was to explore the impact, if any, of STEAM culturally responsive activities, embedded with Dakota/ Lakota values and traditions, in a partnership between a mainstream college of engineering and a population of high school girls at a Federal Native American boarding high school. We engaged in a quantitative and qualitative, exploratory place-based case study in a technical action partnership with a small group of participants/respondents. This study was rooted in the situational perspective of Critical Theory, Liberation Theology, Social and Cultural Capital Theory, and Native voice from the position of discovery. In a Likert scaled post-project survey, the majority of respondents reported that they agreed or somewhat agreed that they liked to study science, technology, and engineering (STE), and that they could make a real difference in their home community if they majored in those studies in college and earned a degree. They reported less enthusiasm for mathematics. Respondents reported changes, if any, in their opinions about STEM after being part of STEAM Girls enrichment activities as follows: a majority indicated positive or improved attitudes, and no one reported increased negative feelings. Results of a post-project focus group indicated a link between culturally relevant enrichment activities and increasing interest in STEM studies and STE careers in this situation at this place. Results indicate that women role models may improve interest in STEM, and that indigenous relevancy of activities matters, even if not tribally specific.