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Group collaboration and results dissemination in project-based STEAM learning benefits student performance, communication skills, and self-efficacy. In our project, high school students experience the integration of science, design, and technology as they create 3D plant models. Collaborative teams of self-identified science, technophile, and art students create models of plants, research their biology and importance, and disseminate their results. Student reflections before this activity indicate their preference to work in groups (47%), individually (20%), or both (33%). After the activity, 95% of the students reported positive experiences working in groups (exchange of ideas and new perspectives, growth of relationships, help to solve problems, project efficiency) and disseminating results (show the work done, gain confidence communicating results). Lessons learned and best practices from using teamwork and science communication for high school STEAM learning are discussed.