In the 21st century it is time to effectively apply the Chinese Proverb, “Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand� to Science Technology Engineering and Mathematics (STEM) K-12 education (Edwards and Muir, 2004). An effective means to apply this proverb to STEM learning is through the use of combining Project-Based Learning (PBL) with Inquiry and Design (I&D) Instruction. PBL is accomplished by conducting a comprehensive study of a particular topic by means of engaging at several different decision making junctures (Moursund, Kafai, Sandoval, Enyedy, Nixon, Herrera, and Stewart, 2002). Currently PBL activities are used extensively in post-secondary academia and by industry (internships). Learners who are exposed to PBL environments not only actively apply engineering and science understanding, but also tend to obtain a more concrete foundation of science and mathematical knowledge (Lou, Shih, Diez, and Tseng, 2011). Research indicates it is essential to engage a learner’s interest in a technical career path by establishing a link between the theoretical knowledge and its application to solve real life problems early on in the learning experience (Verma, 2011). I&D, which is attracting interest among STEM educators nationwide, emulates the scientific method in the classroom. I&D is a student-centered approach emphasizing the integration of inquiry (science, technology and mathematics) and design (engineering) elements. The intent of this paper is to illustrate how three existing PBL programs can be successfully combined with the I&D teaching methodology to effectively teach K-12 STEM education curricula. The three programs are: 1) Engineering our Future, 2) Materials World Modules, and 3) SeaPerch. From these exemplar programs, schools can better decide with confidence how to adopt these or similar STEM programs into their formal and informal STEM programs.