There is a noticeable deficit in the research examining how a motivational intervention such as a robotics curriculum might provide a possible route to positively impacting elementary students' interest, attitude, and self-efficacy in science, technology, engineering, and mathematics (STEM) and their persistence and interest in pursuing a STEM career. The purpose of this quasi-experimental study was to (a) examine if elementary students who engage with a robotics curriculum significantly improve their attitude, interest, persistence, self-efficacy, and career interest in STEM, (b) compare students who engage with robotics to students who do not participate in a robotics curriculum, and (c) identify if any differences exist on these variables between males and females or grade levels within the treatment group. Findings included: (a) third-grade students in the treatment group showed an increase in measured variables more than fifth graders (b) career interest was increased in students in the control group, and (c) girls who participated in the study had an increase in self-efficacy and career interest; moreover, no differences were found between males and females on the measures. These findings add to the current research on the impact and role of robotics in the classroom for supporting STEM goals and may assist schools and districts in decisions related to promoting supplementary STEM curricula. Future research is recommended addressing the integration of robotics as a possible intervention for addressing achievement gaps, the need for teacher professional development, and additional instructional resources or approaches to improve the effectiveness of educational robotics. [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.]