Education policymakers continue to argue over the best ways to incorporate science, technology, engineering, and mathematics (STEM) subjects into classroom instruction. This research provides insight into the effects of STEM activities implemented in schools with university-school partnerships on both students and teachers. The STEM initiatives in this study were also meant to foster a positive school climate. The study was conducted as an intervention in the classroom with a focus on science, technology, engineering, and math (STEM) instruction. This study followed a collaborative action research design as a response. The research was conducted at a public primary school serving students from middle-class families. A total of 450 pupils from the school's third and fourth grades took part in the research. Twelve third and fourth-grade teachers were also part of the investigation. Data gathered through interviews and questionnaires were analyzed using content analysis. Students' perspectives on the effects of STEM education in the classroom are highlighted, with particular attention paid to the ways in which students' motivation to learn and the value they place on STEM-based learning processes. Teachers' views revealed the effects of STEM activities on students' motivation and participation in the learning process, as well as the effects on teachers' professional growth and the obstacles encountered in implementing STEM activities. Results from this research showed the transition of the school's culture toward a STEM focus and the growth of students' and teachers' STEM practices while at school. Therefore, the study is of particular relevance in illustrating the applicability of the STEM initiative.