Researchers explored the perspectives of third-grade students attending a 6-week science, technology, engineering, and mathematics (STEM) achievement motivation pilot program at a university's early childhood development center serving a Hispanic population. Researchers obtained data from interviews, observations, and a focus group. Four major themes emerged from this phenomenological qualitative investigation. Findings support the implementation by school counselors of STEM achievement motivation programs with young students, who in this study reported an understanding of concepts presented and their application to math and science projects. The findings have implications for counselors employed in school settings.