STEM education in the early childhood grades is continuing to evolve. This study investigated the responses of children in first grade when they were engaged in STEM lessons throughout one school year. Qualitative data were collected from one classroom of eighteen children and one classroom teacher extracted from student and teacher artifacts, field observations, and teacher interviews. Findings yielded three themes that described how children responded. Results suggested children responded with a value of collaboration, an application of critical thinking, and positive dispositional characteristics. Conclusions suggested engaging children in STEM lessons in early grades, especially when implementing developmentally appropriate practices such as play, may encourage growth in skills aligned with 21st century learning. The results of this study may provide information that could enhance discussions on student learning and pedagogy of strategies in STEM education in early childhood. Information may be provided that could aid in designing curriculum to deepen children's thinking skills, encourage cooperative learning, and develop social skills.