The use of integrated science, technology, engineering, and mathematics (STEM) instruction has the affordances of combining harmonious content area connections into real-world experiences that are both engaging and challenging. This article introduces findings from a study that used an integrated robotics module to expose inservice and preservice teachers to the engineering design process, programming, mathematical connections and context, and problem-based learning. With participants ranging from novice to advanced user, this integrated module proved that given the appropriate scaffolding, anyone can successfully program a robot and have fun while engaging in STEM learning along the way. Implications lead to the conclusion that teacher preparation programs should integrate activities such as this to better equip teachers to engage students in the wonders of STEM in their own classrooms.