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Robotics has been advocated as an emerging approach to engaging K-12 students in learning science, technology, engineering, and mathematics (STEM). This study examined the impacts of a project-basedSTEMintegrated robotics curriculumon elementary school students’ attitudes towardSTEMandperceivedlearninginanafterschoolsetting.Threeelementary schoolteachersand18fourth to sixth graders participatedinaneight-week-longprogram.Quantitativeandqualitativedatawere collectedandanalyzed,andshowedstudents’ attitudes toward math improved significantly at the end of the robotics curriculum. Three specific areas of perceived learning were identified, including STEM content learning and connection, engagement and perseverance, and development and challenge in teamwork. The findings also identified the opportunities and challenges in designing a STEMintegrated robotics afterschool curriculum for upper elementary school students. Implications for future research studies and curriculum design are discussed.