Creating opportunities for students to learn mathematics in authentic ways is key to positioning them as the problem solvers of tomorrow. Outside the classroom, mathematics does not exist in a vacuum but rather as an integrated part of everyday life. This work centers on meaningfully engaging students in grade-level mathematics content and practices through authentic science, technology, engineering, the arts, and mathematics (STEAM) inquiries. The authors believe the incorporation of the M in STEAM must extend beyond a tool to address science and engineering standards (Bush, Cox, and Cook 2016; Bush and Cook 2019; NCSM/NCTM 2018). This article presents an elementary STEAM inquiry in which a diverse Title I classroom of fourth-grade students in the southern United States engaged in solving the issue of homelessness for one family in need.