The fields of science, technology, engineering, and mathematics (STEM) are being refined to prepare learners for 21st-century careers. The jobs in the STEM fields are on the rise, but there is still a lack of representation of women in these fields. Gender stereotypes and biased viewpoints on gender may prevent female interest and success in STEM and can be found in children as young as 5 years old. The purpose of this study was to examine if biased views on gender roles significantly affect kindergarten participants' viewpoints on STEM-based jobs, interest, and overall success in STEM-based projects. The study included the use of gender-neutral LEGOs and compared viewpoints on gender in STEM-related fields in children as young as 5 years old. The study focused on social role theory, examining gender stereotypes and their effects in STEM interest and success for students in a kindergarten classroom. in rural northern New Jersey. The setting of the study was a kindergarten classroom in elementary school. The participants were interviewed and followed during the course of the 5-week study. The design of the study was qualitative with emphasis on experimental. Findings were correlated using Pearson's statistical formula to indicate correlations between student bias, interest, success, and birthdates. The study found that incorporating STEM-based learning activities via the use of block play and incorporation of the engineering process changed viewpoints on biased gender roles in STEM based jobs. The study also found that along with a change in bias, student interest also indicated greater success in STEM-based learning in females more than in males. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]