Although formal papers are typical, sometimes posters or other visual presentations are more useful tools for sharing visual-spatial information. By incorporating creativity and technology into the study of geographical science, STEM (the study of Science, Technology Engineering, and Mathematics) is changed to STEAM (the A stands for ART)! The guiding structure of this activity is geographic inquiry, as described in the "3C Framework for Social Studies Standards." The Window to the World Project began as a middle-grades classroom activity where students looked at their individual strengths, weaknesses, opportunities, and threats using a SWOT Analysis Chart. Then, they explored their interests, hobbies, and possible future endeavors, narrowing down ideas for research. Once they determined one possible interest or passion, they explored the feasibility of spending multiple days working on a geography project based on that one interest. All the while, the teacher guided the students through an exploration based on what Gersmehl describes as the "Four Cornerstones of Geography (Gersmehl, 2014). Their WINDOWS are visual stories expressing individual interests and connections to different locations, places, and spaces on Earth. Students presented their windows in a common area outside the school cafeteria in a "Window Session." In this lesson, students construct a "window to the world" foldable world geography project that reflects their personal interests. The lesson can be geared toward elementary, intermediate, or high school classes and takes 3-5 hours to complete.