This paper examines the implementation practices of a 6th grade middle school teacher enacting STEAM (science, technology, engineering, art and math) teaching in his classroom after participating in a 45-hour STEAM professional development. Case study is used to detail the process, successes, and challenges. Project-based learning, technology integration, and transdisciplinary teaching are the lens from which the teacher's lesson and reflections are deconstructed. Challenges in STEAM teaching are discussed including the shifting role of the teacher, determining student collaboration, and time. This is part of a larger study examining the STEAM teaching practices of 43 middle school science and math teachers.