Previously developed K12 Engineering Activity Modules were modified to include a literacy component and facilitated 2 days a week as part of an afterschool Science, Technology, Engineering and Mathematics (STEM) program. The afterschool program started in October and ended in April, with a winter and aspring break. In this pilot, 2 K12 teachers and 2 undergraduate engineering students facilitated the afterschool programming with third graders. Third-grade participants' fall, winter, and spring STAR Reading scaled scores were monitored during the pilot afterschool program. At the completion of this pilot project, the afterschool program teachers and school administrators reported that the modified modules were well received by the afterschool program students. The STAR reading scores increased for those attending at least 43% of the time (n = 13). Although there are a number of factors that contribute to increase STAR Reading scores throughout an academic year, the modified modules could have contributed to the growth as well. This article documents the pilot project and suggests improvements for a larger scaled implementation.