The opening pages of the first PIRPOSAL (Problem Identification, Ideation, Research, Potential Solutions, Optimization, Solution Evaluation, Alterations, and Learned Outcomes) article make the case that the instructional models currently used in K-12 Science, Technology, Engineering, and Mathematics (STEM) Education fall short of conveying their respective disciplinary content and practices. Because they are all siloed, monodisciplinary models, none present the concepts or practices of an integrative approach to STEM education. In contrast, within the context of technological/engineering design-based learning, the PIRPOSAL model embraces the concurrence of STEM subjects and makes explicit the Integrative STEM Education (I-STEM ED) approach for teaching and learning STEM content and practices. To support I-STEM ED teachers in moving past the traditional silo approach to STEM education, they need examples of instructional strategies designed to capitalize on the inherently integrative nature of technological/engineering design-based learning (T/E DBL). This article presents an I-STEM ED exemplar as a vehicle for discussing how STEM education pedagogies can be used for intentionally teaching discipline-specific content and practices integral within the phases of technological/engineering design. As such, the purpose of the exemplar is to describe the instructional strategies of I-STEM ED as implemented through the eight phases of the PIRPOSAL model that directs student engagement in their design of T/E solutions.