This qualitative research examines the question: In what ways do school districts (called boards in Canada), universities, and community organizations collaborate to develop an innovative STEM program focused on the United Nations' sustainable development goals? Students, parents, teachers, high school staff, school district administrators, advisory committee members, community, college, and university partners in a Southern Ontario region of Canada participated in a collective effort to develop an innovative approach to STEM education, including: collaboratively prototyping the concept in a design workshop, further refining it with diverse constituents, and evaluating it to continuously learn from experimentation toward program goals. Data sources include participant observation, field notes, interviews, and document analysis. The key program features, its intended impact, and challenges arising from the pandemic are discussed. The article concludes with opportunities for a design lab approach applied more broadly to education.