This narrative study investigated the experiences of three Hispanic students in South Texas who participated in after-school robotics programs in secondary school and discover the role these experiences had on their academic and life skills. Data were collected through individual semi-structured interviews with one female participant and two male participants in the Rio Grande Valley. The data were analyzed using the NVivo software to identify patterns and themes amongst the participants followed by a narrative analysis of the participants' stories, which was guided by the emerging themes. The findings showed that the secondary after-school robotics programs played a role in the participants' attainment, development, and empowerment of social and interpersonal skills, such as learning motivation, self-efficacy, support network, and communication skills Similarly, the findings revealed that robotics also played a role in the empowerment of STEM skills concerning the participants' college and career interest. This study centered on the constructivist and constructionism educational theories. [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.]