Science, technology, engineering, and mathematics (STEM) has become a popular concept employed in courses occurring in primary, secondary, and higher education learning environments. There has been a movement with regard to the development of instructional content and practice to interject the arts into STEM course activities. This introduction of arts, or more appropriately creativity into traditionally left brain processes, results in a different cognitive approach for completing these STEM activities. The notion of STEAM (science, technology, engineering, arts, and mathematics) is an emerging discipline that is unique in its desire to provide a well-rounded approach at instruction. Namely, STEAM offers a means by which students can further their understandings of analytical concepts through the use of creativity. This chapter seeks to examine the impact that creativity and the arts have on traditional STEM courses. This includes an investigation of the effectiveness of the arts in creating creative solutions when presented with STEM-centric problems and course assignments. Other areas of this chapter will include an investigation into the attitudes of the students toward STEAM activities and this new approach to teaching subjects devoid of creative artistic solutions such as science, technology, engineering, and mathematics. The conclusion of this chapter will focus on three important subject areas that include the theories and practices employed in STEAM courses, as well as discussing the future of this emerging discipline.