The presented study used a problem-solving experience in engineering design with LEGO robotics materials as the real-world mathematics-learning context. The goals of the study were (a) to determine if a short but intensive extracurricular learning experience would lead to significant student learning of a particular academic topic and (b) to explore the differences in mathematical problem-solving strategies used by students when solving problems of ratio and proportion in two different learning environments. The experimental research explored student learning in mathematics but deliberately limited the specific topic of exploration to integrated concepts of proportional reasoning within LEGO robotics challenges in engineering design. The impact of this experience upon students' proportional reasoning was measured and is described with a focus on proportional reasoning strategy levels.