Due to the ever-growing number of employment opportunities in the science, technology, engineering, and math fields, increasing emphasis is placed on STEM education at all levels. This paper reports on research focused on increasing STEM interest and awareness in ninth- grade minority female students, primarily from a low socioeconomic background. Thirty-seven female students participated in this research study. They attended fifteen hour-long sessions of STEM-infused hands-on workshops presented by university professors in the College of Education and the College of Arts and Sciences. The workshops took place during school hours, adding to their regular curriculum. The school does not currently have an arts program, although the founder of the school is a music artist. Therefore, the workshops incorporated the arts as the central theme, while the lessons were delivered in biology, chemistry, engineering, and mathematics. The study is motivated by the need to close the achievement gap and improve the representation of women and minorities in STEM fields. Data were collected through surveys, assessments, and interviews and analyzed using quantitative and qualitative methods. The significance of the study lies in the potential to inspire underserved females to enter the STEM fields.