The Science, Technology, Engineering, Arts, and Mathematics (STEAM) movement argues that broad-based education that promotes creativity recognizes student learning diversity, increases student engagement and can potentially enhance Science, Technology, Engineering, and Mathematics (STEM) learning by embracing cross-cutting translational skills common to STEM and arts and design disciplines. This article describes and discusses the advocacy strategy designed at Rhode Island School of Design to promote STEAM education policy. Recommendations presented include (a) recognition of the arts (and design) as core subjects alongside STEM; (b) addressing issues of equity/resources to deliver arts education; (c) calling for research into potential outcomes of STEAM educational models; and (d) funding for professional development and latitude for teachers to explore interdisciplinary learning.