https://doi.org/10.1177/0162353217745157 Journal for the Education of the Gifted 2018, Vol. 41(1) 93–105 © The Author(s) 2017 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/0162353217745157 journals.sagepub.com/home/jeg Article Increasing Early Opportunities in Engineering for Advanced Learners in Elementary Classrooms: A Review of Recent Literature Debbie Dailey 1 , Alicia Cotabish 1 , and Nykela Jackson 1 Abstract Present and future challenges in our society demand a solid science, technology, engineering, and mathematics (STEM) knowledge base, innovative thinking, and the ability to ask the right questions to generate multiple solutions. To prepare innovators to meet these challenges, we must recognize and develop their talents. This advancement and growth can be encouraged through classroom activities, special schools, afterschool or summer programs, competitions, and informal learning opportunities that focus on STEM curricula and authentic experiences. Purposeful introductions, early exposure, and continuous development with science and engineering concepts can affect retention and sustain interest in STEM fields. This article describes how both in-school and informal science opportunities can provide authentic and experiential opportunities to stimulate students’ interests in science and engineering and foster their curiosity through problem-based investigations. In addition, the authors recommend appropriate STEM-focused professional development for teachers to provide engaging experiences for their students. Keywords science education, professional development, problem-based learning, gifted learners, advanced science students 1 University of Central Arkansas, Conway, AR, USA Corresponding Author: Debbie Dailey, Department of Teaching and Learning, College of Education, University of Central Arkansas, Mashburn Hall, Conway, AR 72035, USA. Email: ddailey@uca.edu 745157JEG XX X 10.1177/0162353217745157Journal for the Education of the GiftedDailey et al. research-article 2017