The purpose of the "Learn Better by Doing Study" was to determine the extent to which U.S. public elementary, middle, and high school students were doing hands-on activities in their science, technology, engineering, and mathematics (STEM) classrooms. The International Technology and Engineering Educators Association's (ITEEA's) Foundation for Technology and Engineering Education (FTEE), Dugger/Gerrish endowment provided support for this study. This report of the "Learn Better by Doing Study" presents data found in rounds one through four (2013-2017) of a longevity study on learning better by doing. The authors present the implication of each finding, why they are important, and conclude with a call to action. The final report includes information gleaned from all four Rounds of the study. The researchers solicited input from elementary, middle, and high school STEM teachers concerning standards-based activities that their students could have potentially done in their classrooms. The total number of responding teachers was 1,840, including 327 elementary, 509 secondary science, 636 secondary technology and engineering, and 368 secondary mathematics teachers. Overwhelmingly, 99.4% of respondents felt that students benefit from "doing" activities, and 94.5% would have students do more in class if they had the time and resources.