This study provides a qualitative approach to the issue of student engagement with a particular focus on urban area young learners in 4th grade science classes. Each class consisted of approximately 25 students. The students were given Interactive Notebooks to see whether this intervention helped promote greater engagement with the science curriculum and helped facilitate better academic achievement overall. Direct observation of students' responses were conducted to measure engagement pre and post use of the notebooks using a Likert-scale ranking of students' demonstration of engagement. Interviews and questionnaires were conducted with the teachers to gain their perspective of the learning experience. The study found that students were more engaged and demonstrated greater self-management, community, energy and initiative when compared to pre- implementation of the intervention. The findings indicate that to enhance student engagement with Science/STEM classes, it is critical that young learners be given access to learning tools like the Interactive Notebook, which heighten their interest in the curriculum, empower them to be independent and active learners, and help to develop their critical thinking skills so as to make them more committed to long-term acquisition of knowledge with particular respect to the STEM disciplines. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]